Children with special needs can be classified into two groups: children with disabilities and gifted children. The needs of children with disabilities differ according to the types of difficulties they face. These difficulties can be the result of visual impairment, hearing impairment, speech, language and voice disorders, reduced intellectual disabilities, autistic spectrum disorders, motor disorders and chronic illnesses, attention deficit hyperactivity disorder, behavioural disorders and specific learning difficulties. By law, children with disabilities have the right to an individualised approach to education, and it is further determined how they should be approached through assessing their needs. Inclusion is very important for children with disabilities, which emphasises that everyone belongs to society and contributes to it in their own way and does not imply that everyone is equal or that everyone agrees, but rather creates a new attitude towards everything that is different. This makes inclusion the optimal way through which children with disabilities are given the opportunity to develop their abilities and interests without the limitations of the environment and to feel like they are equal participants. The fundamental goal of inclusion is to create a social environment in which children with disabilities feel equal. There are several teaching methods that seek to be adapted to children with disabilities and achieve the goal of inclusion, which involves creating social surroundings where children with disabilities feel equal and included in all activities of the education system. There are numerous models of catechesis that facilitate the inclusion of children with disabilities in religious upbringing in the parish community and their later involvement in the parish community. In order to implement these teaching methods and curriculum models, religion teachers/catechists must possess an appropriate level of education and specific competencies. The collaboration of all members of the religious community plays a key role in the inclusion of children with disabilities.