From a professional-theoretical perspective, the educational staff plays a central role in the quality of educational processes. Against the backdrop that early childhood educational institutions have the mission to realize an education for all, professional educational actions can be equated with inclusive educational actions (Fröhlich-Gildhoff et al., 2020). Furthermore, on a scientific basis, qualification requirements for inclusive education by elementary education professionals have been defined, and pedagogical basic competencies for inclusion have been specified (Sulzer & Wagner, 2011).

Early education in Austria is federally regulated, leading to 9 different legislations in Austria's 9 federal states. As a result, inclusion and the associated framework conditions vary significantly.

But in the nationwide educational framework, inclusion is understood as a fundamental attitude (Charlotte-Bühler-Institut, 2009). Throughout Austria, early childhood teachers (ECT) are supported in a region-specific and provider-dependent manner by Inclusive Early Childhood Teach (IECP). They have further training in inclusion, that lasts 4 terms and comprises 90 ECTS points. Their task is to 'ensure, support, and qualitatively accompany the social integration and local care of children with increased support needs' (Land Salzburg, n.d.).

This presentation initially raises the question of whether ECT and IECT differ in their attitudes and competencies regarding inclusion.

90 educators working in the field of ECE were surveyed online through a questionnaire. All of them took part in a further professional development at the university College of Teacher Education in the academic year 2022/23 (n=27 IECT and n=63 ECT). To answer the questionnaire, a link and time for completion were provided during a course at the university college. The survey took place in October 2022. The questionnaire included items from the InkluKiT project (Weltzien et al., 2021), with scales measuring attitudes towards inclusion and action-related competencies at the levels of child, family, team, and co-operation. Additionally, demographic data on professional experience and education were collected. Approximately 15 minutes were allocated for questionnaire completion. Data analysis will be carried out using SPSS 23.0 through descriptive and inferential statistical procedures.

The results indicate that there is no significant difference between ECT and IECT regarding attitudes towards inclusion. However, significant differences exist in competencies at all levels of action (child, familiy, team, co-operation). We conclude that the training for Inclusive Early Childhood Educators (IECT) conveys and the scope of duties of IECT requires inclusion-specific competencies. While the attitude as a foundation for inclusion is present in all educators working in the field of ECE, IECT possess specific knowledge, skills, and abilities. There is a critical examination of whether, in the context of education for all, all early childhood teachers (ECT) would not need these competencies. This discourse is embedded in the debate on professionalization, as ECT and IECT in Austria do not undergo academic training.

Charlotte-Bühler-Institut (2009). Bundesländerübergreifender BildungsRahmenPlan für elementare Bildungseinrichtungen in Österreich. Im Auftrag der Ämter der Landesregierungen der österreichischen Bundesländer, des Magistrats der Stadt Wien und des Bundesministeriums für Unterricht, Kunst und Kultur. Verfügbar am 31.1.2024 unter: https://www.charlotte-buehler-institut.at/bundeslaenderuebergreifender-bildungsrahmenplan-fuer-elementare-bildungseinrichtungen-in-oesterreich-2/ Fröhlich-Gildhoff, K., Rönnau-Böse, M. & Tinius, C. (2020). Herausforderndes Verhalten in Kita und Grundschule. Erkennen, Verstehen, Begegnen. Kohlhammer. Land Salzburg (n.d.). Stellenbeschreibungen für die Kinderbildung und -betreuung. Verfügbar am 31.01.2024 unter: https://www.salzburg.gv.at/bildung_/Documents/0531a%20Stellenbeschreibg%202020-WEB.pdf Sulzer, A. & Wagner, P (2011). Inklusion in Kindertageseinrichtungen. Qualifikationsanforderungen an die Fachkräfte (WiFF-Expertise Nr. 15). Weiterbildungsinitiative Frühpädagogische Fachkräfte. Verfügbar am 08.08.2023 unter: https://www.weiterbildungsinitiative.de/fileadmin/Redaktion/Publikationen/WiFF_Expertise_Nr._15_Annika_Sulzer_Petra_Wagner_Inklusion_in_Kindertageseinrichtungen.pdf Weltzien, D., Albers, T., Döther, S., Söhnen, S. A., Verhoeven, N. & Ali-Tani, C. (2021). Inklusionskompetenz in Kita-Teams (InkluKiT) Wissenschaftlicher Abschlussbericht. FEL Verlag Forschung - Entwicklung - Lehre.