Autism spectrum disorder refers to a wide range of conditions characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication. Because autism is a spectrum disorder, every person with autism has a different set of strengths and challenges. The disorder occurs in the first three years of life and lasts a lifetime. Some of the key indicators of this disorder are: lack of social interactions, impaired communication, and patterns of behavior, interests, and activities. Early recognition, diagnosis, and work can greatly improve the lives of people with autism spectrum disorder. The causes of this disorder are still unknown, but they are explained by theoretical and practical work and knowledge about the influence of several factors (heredity, brain damage and brain dysfunction, biochemical personality, disorders of cognitive processes and speech - language development, emotional development disorder and interaction of the above factors). Educational inclusion implies the inclusion of all children in regular kindergarten programs. For inclusion to be possible, educators should implement and plan adequate individualized support and a partnership based on support and assistance with parents of children. The aim of the research for the purposes of this paper was to examine the readiness and opinion of educators on the inclusion of children with autism spectrum disorders in full-day kindergarten programs, as well as to examine whether educators implement and plan adequate individualized support.