The aim of this paper is to study the provision of educational support to students with disabilities through a classroom management strategy. In the theoretical part of the paper, those parts of inclusive practice that are important to understand before further developing the concept of educational support are first explained and studied. In that regard, the paper describes students with disabilities and appropriate education programmes for students with disabilities, it explains inclusive education, emphasizes the importance of the teacher's role and cooperation with parents/guardians. After that, the educational support and its components are explained – adaptation procedures and individualized curriculum. The study of educational support was also conducted through research with such a goal. The mentioned research was performed in three primary schools in the Sisak-Moslavina County. The participants in the research were primary and secondary school teachers who, through an anonymous questionnaire, were asked about providing educational support to students with disabilities. The statements in the questionnaire for teachers can be divided into six groups - information about students with disabilities that was received during higher education, cooperation, conducting workshops and group activities in which students with disabilities stand out/feel encouraged, social integration of students with disabilities and learning about the specifics of functioning, prejudice, the role of the teacher as a role model. The results of the research showed that teachers in the surveyed schools provide educational support to students with disabilities, but also that there are certain aspects of that support that should be improved.