Inclusion is a process related to the inclusion of children with special needs in the regular education system. It does not imply that everyone is equal, but fosters a new attitude towards diversity. From the point of view of inclusion, diversity is not a problem, but is seen as an inexhaustible source of learning and teaching. Inclusion requires an individualized approach to children with special needs. In the teaching process, textbooks intended for them are used, which contributes to better quality inclusive education. Children with special needs are included in the education system in accordance with the legal acts that will be discussed in the paper. An important role in the implementation of inclusion is played by teachers who, through their work and commitment, create inclusive classrooms where all students feel accepted and equal. The aim of this work is to determine how many inclusion topics are represented in textbooks for the fourth grade of primary school. These are textbooks from the Croatian language and Nature and Society. The analysis of the mentioned textbooks showed the highest representation of inclusive topics in the Croatian language textbooks, and significantly less in the Nature and Society textbooks. Within each individual textbook, teaching units containing an inclusive topic were analyzed. After the aforementioned analysis, the procedures for implementing inclusion in the classroom teacher's lesson will be listed.