Autistic Spectrum Disorders (ASD) are complex neurodevelopmental disorders from the category of pervasive developmental disorders that appear in early childhood (mostly in the first three years of life) and last a lifetime. The cause of these disorders is still unknown, and since they are different and very complex disorders (speech, motor skills, behavior, learning), they can be misdiagnosed or confused with other disorders with similar symptoms. The main problem of children with these disorders is: non-communicativeness, inability to establish social internacionalni and limited, repetitive and stereotyped patterns of behavior, interests and activities. In the past, it was considered that children with disorders from the autism spectrum were incapable of education, while today an inclusive point of view is advocated, so they are included in regular educational groups. With these disorders, timely and accurate diagnosis is the most important. It has been proven that with an appropriate individual approach and early intervention in the child's home and in the kindergarten, preschool children with autism u disorders can learn and progress successfully. Through their education, educators acquire basic competencies for working with children with ASD, but they only become competent in practice, in direct contact with these children. The motivation of educators, their positive attitude towards inclusion, additional education and the support of the entire community, influence the willingness of educators to deal with all the challenges brought by working in kindergarten groups attended by children with disabilities in their daily work. Therefore, in this paper, the goal of the research was to examine educators' opinions about the inclusion of children with ASD in the regular programs of preschool institutions and to examine the self-assessment of educators' competencies for working with children with ASD. In accordance with the goal, research questions were defined to determine the extent to which educators believe that children with ASD should be included in regular educational groups and to what extent educators feel competent to work with children with ASD.