Inclusive education represents one part of social inclusion with the stress on mutual equality and acceptance. It is directed towards educational demands and needs of all children and adults likewise with special focus on those who could be subjected to social segregation as well as marginalisation in the society. It is the basis for the creation of schools and other educational institutions that are intended for teaching children with or without special counceling needs. Pupils and students with such educational needs are the ones with handicaps in their progress as well as the gifted individuals. The topic of this thesis is in close connection with teachers opinion concerning the inclusion of children with special needs in particular focused on those with difficulties in their development in regular schools. The relationship with handicapped children during their development has been changed very often over the years throughout history. Nowadays children with difficulties in their progress are accepted in the society and they posses their rights among which is the right to education. In this thesis the insight in the theoretical principles for such individuals is presented where terms such as handicapped children, talented students, integration and their inclusion have been separated. Further the characteristics of functioning and education of students with problems in the autism spectrum and hyperactive behaviour as well as teachers competences. The students with difficulties are persons with sight deprivation, hearing problems, difficulties in language, speaking and sound communication, and specific issues in learning and studying, or damages in some body parts or organ systems, mental health issues, behaviour discrepancies and mental health disorder and the cases where more than one of these difficulties are present in their psychophysical growth. The practical part of this thesis sheds lihgt o the results of the teachers opinion survey that was conducted upon the topic of students inclusion into the regular schools. To collect the necessary dana, a combination of quantitative and qualitative research was used in the period from May to June 2022. The survey questionnaire was conducted online, and the qualitative part of the research was conducted using live interviews.