This master's thesis addresses the topic of inclusion of students with developmental disabilities in physical and health education classes. Considering that inclusion is the principle of ensuring equal opportunities for all students, regardless of their individual differences, the subject of physical and health education has become an essential part of the educational process as it promotes the physical, emotional, and social development of students. Inclusion of students with disabilities is crucial for enabling equal participation in all aspects of education. The main objective of the research was to examine teachers' perceptions of the inclusion of students with disabilities in physical and health education classes. An anonymous survey was conducted among elementary school teachers, who assessed their satisfaction with various aspects of inclusion, including preparations and materials, accessibility of sports facilities and equipment, assessment methods, and collaboration with peers and assistants. The survey used the Likert scale to quantitatively assess teachers' attitudes. The respondents were elementary school teachers, and the data were collected through a questionnaire. Quantitative analysis of the collected data was performed in Excel, where the data were processed and analyzed. The results of the research on inclusion showed diverse attitudes among teachers. The majority of them were moderately satisfied with preparations and materials but emphasized the need for additional resources. The accessibility of sports equipment was rated as an area that needs improvement. Assessment methods adapted for students with disabilities received moderate ratings, highlighting the need for additional adjustments. Collaboration with peers and assistants was rated positively, with high satisfaction with collaboration with assistants. Recommendations were proposed for improving materials, equipment accessibility, developing more effective assessment methods, providing training and support for teachers, and promoting collaboration among students and assistants. This study contributes to understanding the current state of inclusion in physical and health education classes and provides guidance for further development of inclusive practices. It emphasizes the need for continuous work in creating an educational environment that enables all students, regardless of their difficulties, to participate equally and achieve their full potential.