The topic of this paper is attention disorder with hyperactivity in school-aged children. With this in mind, the inclusive approach, i.e. the system in which these children should attend classes, is described first, and the reality of the situation with a description of inclusive upbringing and education in the Republic of Croatia. Various features of inclusion and integration are presented from the critical point of view of experts in the profession. Furthermore, the main features of ADHD, as one of the most common disorders in school institutions, are listed and explained as well as the different types and symptoms accompanying this difficulty. Also, the recognition of this coping strategy in the school environment is explained. Key methods of teachers' work with children with ADHD are also listed. Also included are many researches by authors in the profession about symptoms with the purpose of studying teachers' inclusive beliefs about the education of students with symptoms of ADHD disorder, the competence and willingness of teachers to work in an inclusive environment, and the experiences of children themselves in dealing with social exclusion for the purpose of improving procedures, i.e. assessment and improving the quality of intervention in educational systems.