In the theoretical part of the work, concepts related to the education of children with disabilities are explained. Educational inclusion has a special place here as one of the fundamental concepts of modern education. Special emphasis was placed on the role of professional associates, especially pedagogues, in working with children with disabilities. Furthermore, the possible influences of the rurality of the place on the (non)achievement of the conditions for inclusive education are described. Since the education of children with disabilities in rural areas in the Republic of Croatia is still an unexplored area, the empirical part is dedicated to that topic. The aim of this research was to examine the attitudes and opinions of pedagogues employed in schools in rural areas, related to the possibilities of quality education for children with disabilities in such an environment. The research was conducted in the form of a semi-structured interview and included 8 respondents. The analysis of the data showed that there are many problems faced by children with disabilities in rural areas, but also by the pedagogues themselves employed in schools. The most common problem was the unavailability of specialists of various profiles, necessary to provide children with optimal conditions for their education. The last part of the paper are the concluding thoughts, the limitations of the research and its contribution to the pedagogical context of the education of students with disabilities, as well as the scope of work of professional pedagogic associates in rural areas.