Objectives: Education of regular school teachers is one of the key factors of successful inclusive education of hearing and/or speech impaired students. The Education and Teacher Training Agency (ETTA) of the Republic of Croatia continuously introduces programs for the improvement of the quality of education of children with developmental difficulties by matching the existing system to European standards. This goal is achieved in collaboration with specialized institutions, such as the SUVAG Polyclinic, since the knowledge of educators and teachers, acquired during formal education, is insufficient for work with students with developmental difficulties. Methods: The Education and Teacher Training Agency of the Republic of Croatia and SUVAG Polyclinic initiated the work of the mobile service of support to educate teachers and other professionals in the regular schools. Data presented in this poster were collected during the past ten years. The poster presentation will show the model of speech pathology support to inclusive education, as well as statistical data showing the frequency of support during the ten- year period of work of the mobile service of support (2007-2016). Results: Mode of support to primary and secondary schools in Croatia from a mobile service of support will be presented. The support service is implemented through three modules: 1. Improving knowledge about hearing and/or speech impairments, and the characteristics of the functioning of students with difficulties in the educational process. 2. Making individualized programs, adapting them to students with those difficulties. 3. Education of regular school teachers in the SUVAG Polyclinic. Members of the mobile service of support are speech pathologists and other professionals from the SUVAG Polyclinic who work on inclusive education of hearing and/or speech impaired students. Conclusions: This kind of collaboration is a good example how the government can take advantage of the specific knowledge of SLTs and other experts from highly specialised health institutions and use their knowledge to create better conditions for inclusive education.