Iekļaujošā izglītība skolotāju asociatīvajā skatījumā
The concept of inclusive education is considered as a tendency for the development of educational system. The effective implementation of this concept is closely related to the expansion of the professio-nal functions of the teachers. Accordingly, the teachers need professional competence, which allows to respect the educational needs of each student. The phenomenological study, presented in the publication, analyses teachers' associations about inclusive education. In this context, associations are considered as a philosophical-psychological category, which includes a link between the ideas and concepts, recalling their nature and defining their value. The research data is analysed employing a qualitative content analysis method. The results of the study revealed two directions related to the assumptions about inclusive edu-cation: some of the participants link their associations with available or well-known definitions of inclusive education, while some express associations based in their experience.