What is an inclusive school culture, what are the programs of an appropriate education program in our schools and who are students with special needs and how do teachers assess their behavior, are just some of the questions that this paper seeks to answer. A student with special educational needs is any child who has bigger learning difficulties than his peers, but also a child who achieves above-average results. That is why they need special educational support. It is achieved by special appropriate programs of education, ie curricula and programs that enable the educational progress of students, while respecting the identified difficulty, functioning or needs of students. There are a number of disorders that both children and their families, peers, and ultimately teachers face. Students often face these disorders in different ways and their behavior is often unacceptable in a classroom or other environment. However, the teacher working with children should know how to recognize the needs of each child, and create a pleasant atmosphere in the classroom, but also prepare him for later, independent, life. This research focuses on data collection and analysis of teacher perceptions of student behavior. The obtained results show that teachers estimate a higher presence of externalized problems in male student behavior compared to female students who show more internalized problems. However, these differences are not significant. There is no difference when we look at how students learn and perform school obligations. When we compare class students with students in subject classes, we come to the result that class students express more externalized problems in learning and fulfilling school obligations. The obtained results show that there are no major differences in the expression of internalized behavioral problems (comparing students of class and subject teaching) and the commitment of students to themselves and their needs.