Abstract
This study aimed to discover whether there are differences between teachers with different professional competences (general teacher, support teacher, special teacher) in their assessment of their own preparedness for working with SEN students, and also determining whether differences in levels of preparedness are connected to differences in the level of emotional intelligence and social competences. The timing of the study was in the context of the changing structure, organization and standards of the education systems for pupils with SEN and in pre-service teacher education in Poland. It analysed 225 teachers using the Two-dimensional Emotional Intelligence Inventory (DINEMO) and the Social Competence Questionnaire. The obtained results show that not all teachers are ready to work with a diverse group, implementing the inclusive model of education. Moreover, they indicate the importance of a carefully chosen study program and practical preparation of future teachers.
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