The inclusion of children with disabilities as full participants in the regular education system is part of the universally accepted paradigm of modern education accessible to all. Educational inclusion emphasizes the importance of individualization of the educational process, adapted to the individual, i.e. to his or her abilities. In this context, it also implies a new form of support for the inclusion of pupils with disabilities in the form of support for auxiliary educators - teaching assistants, who have been working in Croatian schools for many years. This paper analyzes the perceived competence of auxiliary educators - teaching assistants to work with students with disabilities according to six sets of competencies prescribed by the standard of occupation entered in the Register of the Croatian Qualifications Framework. The paper examines the level of perceived competence of teaching assistants employed in educational institutions in the Republic of Croatia, examines whether the perceived competence of teaching assistants for working with students with disabilities depends on the education / training program completed, and determines whether there are differences in the perceived competence of teaching assistants employed in the system of regular education and special (special) education in six sets of competences according to the standard of occupation. The research was conducted on a sample of 60 teaching assistants employed in Croatian primary and secondary schools and special education schools during May, June and July 2021. The results of the research show that teaching assistants generally consider themselves competent to perform tasks in their domain according to all sets of competencies (prescribed by the standard occupation in the Register of Croatian Qualifications Framework), but that there is no correlation between completed education (preparation for work) and higher perception of competence for working with students with disabilities. Similarly, the results indicate a statistically significant difference between the perceived competence of teaching assistants employed in the regular education system compared to those employed in education centers in the third group of competencies related to providing the basis of support in communication with students with developmental disabilities.