Inclusion is a process where children with disabilities and children without disabilities are raised and taught together. It is also a process that enables all children with disabilities to participate in the same programme, to do the same activities and tasks and to encourage learning through equal status, self-study, group work, mutual play and children's social development. Inclusion meets all children's needs regardless of their differences and makes each educational institution a safe and stimulating environment where children with disabilities feel welcomed. Important figures are teachers/ educators and everyone involved in the process of inclusion. Their approach and strategies used in such environment play an important role. Methods and activities they work on must be appropriate to each child's capability. Therefore, there are reforms in many countries which are maintained in order to educate teachers and educators to enhance their competences. The aim of this study was to examine the attitudes of teachers of the inclusion of children with disabilities in the system of regular education of various primary schools in the Zadar County. A questionnaire surveyed 50 teachers. The results of the research have shown that respondents who recognise more problems in inclusive education advocate for partial integration, and respondents who possess a higher level of moral imperative are more satisfied with the support of the school's professional team. Furthermore, respondents who work as classroom teachers and humanitarian education teachers gave more assessment of the problem in inclusive education than natural and social educators. Respondents who do not have a child with a disability in the classroom gave significantly more estimates of the moral imperative of inclusion. However, it is not possible to draw any general conclusions on the basis of this small research which is an insight into the current state of affairs and can serve as a further research to improve the educational work.