Children and animals share a strong bond, and these relationships can include an emotional and social component. Nowadays, the most common role of animals is the role of a pet, and children learn responsibilities, empathy and social interaction with them. Also, animals can be involved in activities with auxiliary and therapeutic purposes. Dogs are most often involved in animal-assisted therapeutic procedures. The document will show what therapeutic dogs can contribute to and how they can influence the development of children's skills and knowledge, especially in children with disabilities. This makes us aware of the impact that a therapy dog has on improving the quality of life of its users. The purpose of this document is to consider the possibility of including a therapy dog in the educational process from the perspective of educators as a contribution to rehabilitation and therapy of children with developmental disabilities, but also their socialization, especially children with autism spectrum disorder. To this end, a survey of educators attitudes about the possibilities of including a therapy dog in the educational group as an aid to a child with disabilities, their competencies for working with a therapy dog, and the benefits and possible problems with such work were conducted. The results of the research indicate that educators are not sufficiently informed about the role of the therapy dog, but that they generally have a positive attitude towards the introduction of a therapy dog in the educational group. Educators also recognize certain dilemmas and obstacles that may arise when introducing a therapy dog to the educational group, and the results of this research can serve to better prepare the program of introducing a therapy dog to the educational group to be implemented as successfully as possible.