The autism spectrum disorder belongs to the pervasive developmental disorders that occur in early childhood (up to the third year of life) and generally last a lifetime. It covers almost all mental functions of a person, and there is a significant lag in social development. People with autism are often perceived as people who are "excluded" or "in their world", often avoid physical contact and eye contact, and react negatively to a change in environment or routine. An educator working with autistic children should possess the competencies and all the necessary knowledge necessary for him to work. He consults with professional associates, but also with the child's parents in order to always be actively involved in the child's current condition. Professionals should be sufficiently educated and provide support to both the educator and the parents (who find it most difficult in the overall situation). Parents need to know that they are not alone and that there will always be someone there for them. Based on the insight into the scientific and professional literature, the theoretical part of the paper provides an overview of the definitions of autism, the frequency of occurrence, behavioral characteristics of children from the autism spectrum and the history of autism. It also talks about diagnostics where the possible etiologies, ie the causes of autism are listed, and a number of treatments are described that can be used to reduce the severity of the disorder. The paper aims to elaborate on the topic, point out the prevalence of the disorder and list some specifics and characteristics in working with children from the autism spectrum.