Despite the fact that inclusion increased the number of social interactions of students with special needs and their peers, the level of success of their socialization is still not satisfactory. The teacher's role is to encourage the development of social competences of all his students by creating a pleasant and supportive classroom atmosphere where positive and stimulating relationships prevail and where every student feels accepted and respected. The empirical research was conducted on a sample of 128 respondents, and the sample consisted of elementary school teachers of classroom and subject classes. Considering the key role of teachers whose attitudes and skills for working with children with special needs influence the process of their socialization, the research wanted to examine 3 items, namely 1) teacher selfassessment of feelings, attitudes and concerns about inclusive education, 2) teacher selfassessment on readiness to implement inclusive practice and 3) assessment of teachers' attitudes on encouraging the development of students' social competences. The results showed that, with regard to the first item, there is no statistically significant difference in selfassessment with regard to the teaching level and the size of the place, which self-assessment partially differs with regard to gender, work experience, level of education and previous experience. As for other items, there is no difference with respect to work experience, teaching level, site size, level of education and previous experience. As for the third item, there is a statistically significant difference with regard to the teacher's work experience. According to the obtained results, a statistically significant correlation is visible in the selfassessment of feelings, attitudes and concerns about inclusive education, readiness to implement the inclusive practice and attitude about encouraging the development of students' social competences among the examined primary school teachers.