The main objective of this paper is to analyze the experiences and attitudes of Geography teachers in elementary and secondary schools in the Republic of Croatia in teaching pupils with disabilities in Geography classes. In this graduate thesis, the concept of a child with a disability, its characteristics and approaches dealing with children with difficulties are analyzed. The position of a child with difficulties in the educational system of the Republic of Croatia has been defined, with the emphasis on Geography classes being adapted to the child's needs. In order to determine the attitudes and approaches ofGeography teachers, a survey was conducted in elementary and secondary schools in the Republic of Croatia. Research findings point to the issue of teaching children with disabilities such as the lack of time for the design of optimal teaching for children with disabilities, insufficient cooperation of experts with Geography teachers and insufficient education of Geography teachers for specific disorders that they may encounter in the teaching process. The new Geography curriculum presents new ideas and recommendations of teaching methods for children with disabilities. Teaching methods for children with disabilities are defined in order to encourage and adapt learning experiences and evaluate the achievements of pupils with disabilities.