Autism spectrum disorders belong to the group of pervasive developmental disorders. The disorder lasts a lifetime, and the first symptoms can be seen from an early age. Some of the most common and recognizable symptoms are characteristic reticence, lack of communication, fixation on certain routines, increased fear of new things and changes in the environment. The diagnosis itself is carried out by monitoring the symptoms, their frequency and the level of functionality achieved by the child. High-quality inclusion of children with autism spectrum disorders requires a high level of cooperation between educators, parents and professional institution associates - pedagogues, educational rehabilitators, psychologists, etc. Each child on the spectrum requires an individual approach, connecting different work methods. There is still a certain level of stigmatization in society, where children with autism spectrum disorders are seen as "sick", i.e. not healthy individuals. The importance of inclusion emerges precisely from this, as well as additional education and sensitization of educators who work directly with children on a daily basis. For the purpose of writing this final paper, research was conducted. The target samples were educators who in their professional career met and worked with children with autism spectrum disorders. The results of the research indicate that educators are not sufficiently educated to work with children with autism spectrum disorders, although they have ambitions for this, and that their work mostly lacks conditions in which all children could develop properly. Educators should be more encouraged to educate and work with children with autism spectrum disorders, and provide them with systematic and high-quality support.