Autism spectrum disorder is a group of complex neurodevelopmental disorders characterized by deviations in the areas of socialization, communication, and behavior. It appears in early childhood, usually in the first three years of a child's life. Compared to children with normal development, children with autism spectrum disorder think and experience the world differently from other children and withdraw into "their world". They need to be involved in early intervention and inclusion processes. The process of inclusion provides them with the necessary conditions, an individual approach, and they are included in the institutions of early and preschool education in order to encourage socio-emotional skills and development in general. Educators and all those involved in working with such children should be familiar with the characteristics of autism spectrum disorders, programs, and methods for accessing children who have them for the purpose of their professional development and work improvement. The competencies and skills of educators and other associates are of great importance to ensure the appropriate application of individualized programs, approaches, and methods of work. The aim of this paper is to present the characteristics of autism spectrum disorders and to analyze the factors that contribute to or prevent the inclusion of children with autism spectrum disorders in early and preschool education institutions. The contribution of this paper towards the understanding of the inclusiveness of early and preschool education arises from the example of the method of work and concrete activity from direct practice.