This paper will explain in detail the concept of Autism Spectrum Disorder as the key influential characteristic on the education process of students with these developmental disabilities. The first part of this paper concerns educational inclusion, which characterizes all quality educational processes, because based on it all students, including students with disabilities, have equal educational opportunities. Cited are the subjective, objective, and organizational prerequisites that are essential for achieving educational inclusion. The second part is dedicated to students with developmental disabilities with special attention given to their rights guaranteed by international and Croatian legislation. The last two sections are theoretical and dedicated to students with disabilities on the autism spectrum. Described are the concept of autism and the history of its discovery and understanding, the classification of disabilities from the spectrum, the specificities of the disorder, and prerequisites for successful inclusion of students with disabilities from the autism spectrum. Every student from the spectrum is different, so it is necessary to combine various methods of work and approaches to practice for everyone individually. Likewise, mutual cooperation between parents, teachers, and a team of professionals is very important for the inclusion of students with disabilities from the autism spectrum. For the purposes of this study, case analysis research was conducted with the goal of illustrating an educational inclusion model for students from the autism spectrum in a typical school. Assessment was based on observation of students with Autism Spectrum Disability in class, a description of their character traits, social interactions, and academic achievements. This research has recognized prerequisites for educational inclusion of students from the autism spectrum, who are then able to, along with the provision of adequate individualized support, successfully integrate into the classroom and school system. The sociometric method was used to measure the acceptance of students with Autism Spectrum Disorder in class, namely the popularity of these students compared to the group.