In history, the relationship with children with disabilities has gone through many phases- starting with brutal approach and direct discrimination, through compassionate access, to final incorporation into society and the recognition of the right to education. Along with changes in society for children with disabilities, the policy of the educational system and the role of education in accepting such children was also changed. Today's educational programs work on the principles of integration and inclusion that more than ever emphasize the importance of involving children with disabilities in regular forms of teaching and satisfying their needs. According to the contemporary approach of integration and inclusion, the changes in the educational system, apart from the programs, include the changes of all participants in the educational process: teachers, students, experts and parents. The number of children with disabilities increases every day and teachers are encountered on a daily basis. The teacher's competence to work with them is decisive for satisfying their needs and exploiting their potential therefore it is perfectly understandable if teachers express their suspicion of unpreparedness and fear of failure. Current teachers are not competent enough to work with children with disabilities or they do not feel that way. There are many changes needed in the educational system, including the provision of adequate teacher education for working with children with disabilities, school equipment, raising awareness of the importance of integration and inclusion, and the role of the teacher in preparing the child for life.