Autism implies development disorder which is most common before third year and lasts for a lifetime. Unfortunately, there is no cure, however, the children can be assisted to assure a quality life with adequate inclusion in preschoiol system. Children with autism have mental development disorder of which the lack of communication skills and impossibility to interact with people. Children with autism have always been among the most difficult to include effectively in educational and recreational activities. Inclusion in preschool facilities of ever growing number of children with autism is present and encouraged. There is no unique or universal inclusion pattern to work with children with autism The reason why is a fact that there are different variations in degree of autism from child to child. Earlier inclusion intervention and process of individual approaches are key to encourage social skill development and overall improvements with children wioth autism It includes applications of specific methods and procedures of educators, which are considered as key factors of emotional-social skill development of children with autism. The goal is to provide classroom activities that promote dynamic interactions between children with autism and children with normal development. The competence of educators are key to assure adequate application of individualized programs, admission and application methods. The good news is that children with disabilities who are included in institutions gain positive results across developmental domains. The goal of the work is to present children with autism with review on preschool inclusion. The goal of work is to show and define the stance of educators on importance of education, self-competence in autism spectrum disorder, and overall inclusion of children in preschool institutions. The results should be indicators in which directions the next research could be made.