This thesis analyzes the inclusion of children with special needs in the teaching of physical education and health from the perspective of teachers. Inclusion and inclusive education are the main means of combating the exclusion of people on any grounds, and it includes children with special needs, i.e., children with disabilities, talented students and children of national minorities. The school, as an educational institution, is a guiding thread in the exclusion of discrimination, the promotion of equal opportunities regardless of diversity and the right of every child to education through the implementation of inclusive practices. Teachers, who are in direct contact with children, have a huge impact on the implementation of inclusion in school, so their vision of inclusive education is extremely important. Sport as such has always promoted equality, and physical activity is one of the few life activities in which everyone can participate, in one way or another and at the same time improve their mental and physical health with joint socialization and a collective in which everyone is welcome. Therefore, the main goal of this research is to examine physical education teachers about their attitudes and beliefs towards inclusion, their competence and readiness for implementation, material and technical, organizational and personnel working conditions and their suggestions for improvement in the future. The results of the research have shown that teachers have an absolutely positive attitude towards inclusive education and that they implement it in their daily work. Teachers often independently research and write individualized programs, so it can be concluded that additional training is needed and more professional staff are required in the form of teaching assistants, special educators and other important associates who should make up the school professional team. Mutual cooperation has proven to be successful, although parents and paperwork can be a problem in implementing quality inclusion. It has been shown that the greatest responsibility almost always belongs to teachers who, through their efforts and commitment, can make inclusive teaching easier for every child, regardless of obstacles. All these elements, positive and negative sides or barriers to implementation can serve as an initial thesis for further and more detailed research and ultimately better implementation of inclusive practice in schools in the teaching of physical education and health, but also other subjects as well, including extracurricular community events and common everyday life.