Objectives:
The aim of the research was to characterize the performance of tasks by special educators in mainstream education from the perspective of three years of experience of other teachers.

Material and methods:
The study covered 131 teachers employed in mainstream kindergartens, primary schools, and secondary schools. A questionnaire consisting of 30 questions was used to collect empirical data.

Results:
The results of the study indicate that special educators in mainstream schools are perceived by teachers as specialists who are indispensable in contemporary education, which is increasingly becoming inclusive.

Conclusions:
Special educators are primarily viewed as competent specialists who actively participate in preparing, together with a team, the multidisciplinary assessment of student functioning (WOPFU) and the individual educational and therapeutic program (IEP). Special educators collaborate in the process of organizing psychological and pedagogical support offered to students, teachers, and parents. In general, teachers perceive special educators as indispensable in modern education, which takes the form of inclusive education.