The main goal of the thesis is to identify the methods and forms of working with students with special educational needs in the teaching of Geography in elementary school, that is, to define the basic organizational, personnel and material assumptions of inclusion and cooperation with external stakeholders that determine the success and possibilities of implementing inclusion, focusing on subject Geography. Therefore, the conducted research that included geography teachers employed in primary schools showed that positive teacher attitudes are associated with the concept of inclusion and that teachers are familiar with the topic and meet students with special educational needs. Related to the organizational assumptions of inclusion, all Respondents create individualized educational programs for the subject of Geography. However, for gifted students, only a few respondents implement content enrichment. Material prerequisites and equipment of schools and classrooms for the successful implementation of inclusion in the teaching of geography are fully satisfied by the majority of respondents. Examination of the personnel assumptions of inclusion for the subject Geography reveals a lack of teacher education at the initial level related to the education of students with special educational needs, which possibly represents an obstacle to the realization of inclusion in all its potentials and an incentive for further work and striving for the highest possible quality of education for the future teachers. The school's cooperation with external stakeholders, for the improvement and realization of inclusive education, reveals the lack of connection between primary schools and higher education institutions and the local community, but also reveals the positive attitude and desire of geography teachers for further training in order to be proactive in achieving inclusive education in the best possible way as education is one of the most important paradigms today