Inclusion is a term that is increasingly appearing in the education system and it has its roots in numerous laws passed in the 20th and 21st centuries. Inclusion means respecting and accepting diversity and achieving equal opportunities for all. In order for inclusion to be successful, the emphasis is on numerous participants who influence and develop the process of inclusion through their work. In addition to teachers, students, parents, principals and other professionals, a significant role is played by professionals who work with children with disabilities, and these professionals are Educational rehabilitation specialists. Educational rehabilitators are professionals who have the knowledge and skills needed to work with children and people with disabilities. They receive their education at the Faculty of Education and Rehabilitation Sciences at University of Zagreb. Educational rehabilitators employed in education can work in two positions as teachers in special classes and as professional associates. The aim of this paper is to define and explain in more detail what are the competencies and roles of educational rehabilitators in Croatian education, and what, in addition to formal education, is necessary for a successful professional. Also, to present the legislation that ensures the education of children with disabilities and which determines the work of educational rehabilitators in the education system. In addition, one of the goals of the paper is to present inclusive practices from other countries, the presented practices are from Israel, Greece, Slovenia, Poland, England, Norway, Sweden and Finland. By presenting different practices, we can see more deeply what the similarities and differences are between our practices and what we can take from each other.