Autism is a pervasive developmental disorder that is increasingly affecting children (more often boys than girls). This disorder lasts a lifetime, and develops after 16 to 18 months of child development; which until then could go undetected. The first symptoms become apparent in early childhood, typically before age three, although the disorder is diagnosed later on. The diagnostic criteria of autism is made on the basis of several characteristics of behavior, namely: abnormal withdrawal, fear of change, very little or no contact; limited, delayed or no speech. Children with autism do not interact with other things and people; they avoid eye contact, and often do not express their emotions. To facilitate autistic children’s integration in the society, in the last few years, inclusive regular kindergartens with individual training have opened; – with educational programs suited to their difficulties. To ensure the best possible development for autistic children in their regular educational upbringing in the preschool institutions, there; there should be improved cooperation between parents, educators and professional teams (psychologists, teachers, and special education teachers). Every child with autism is different and there is no universal approach, so we therefore need to combine different methods and approach each child individually. Although we are in the 21st century, unfortunately, due to shortage of specialised teachers and large number of children in school classes; the autistic children needs are neglected and their development is delayed or halted. My research work was carried out in two Kindergartens in Zagreb, where I tried to determine just how much the educators were trained and ready to adapt their lessons to accommodate the children on the autism spectrum. I also worked closely with the special education team and the parents: and I closely looked at the acceptance of children with autism spectrum among peers of normal development.