Students with autism spectrum disorders face numerous difficulties every day. Their education, as well as their daily life, is characterized by various communication, language and social barriers. In order for students with disorders from the autism spectrum to have an adequate primary school education, it is necessary to prepare them for this from the kindergarten age. Equally, teachers must have certain competencies in order to be able to adapt the lessons to each student. The teacher's role is to find out how the child perceives the world around him and, accordingly, to help him with individual and well-thought-out methodical procedures in removing the obstacles that stand in the way of his inclusion. Teaching for students with disorders on the autism spectrum can be adapted by developing an individualized curriculum, the implementation of which will make the student a full member of a class because he or she will be able to participate in all its activities in an adapted way. Students with developmental disabilities, as well as students with disorders on the autism spectrum, have the right to adjustments in the assessment in order to be able to demonstrate their knowledge, skills and attitudes that they have acquired in the educational process. This paper defines research questions related to teachers' opinions on the inclusion of students with autism spectrum disorders in the regular education system and teachers' opinions on the implementation of certain support strategies for students with autism spectrum disorders. The aim of this research is to examine the opinions of class and subject teachers in regular elementary schools about educational inclusion, as well as about support strategies in working with students with autism spectrum disorders.