This thesis describes the implementation of inclusive education of children with developmental disabilities in primary schools from the point of view of their teachers and parents. The concept of inclusion is a relatively new concept, developed in order to remove any form of discrimination among pupils. The first part of the paper is about defining the concept of inclusion and inclusive education as well as its principles and methods. It also focuses on the difference between the terms of integration and inclusion, and describes the legislation. Moreover, the paper points out the advantages and problems of inclusive education and special features of children with developmental disabilities as well as the role of teacher, parent and pedagogue. The aim of this paper is to examine and analyze the efficiency of inclusive education by determining teachers´ attitudes towards the inclusion, preparing school for inclusion and their professional competences. Furthermore, it also deals with parents´ attitudes towards inclusive education. In this paper, a questionnaire method is used on the sample of 154 teachers in primary schools and 53 parents of children with disabilities. The results of this research have shown that teachers in primary schools in Dubrovnik-Neretva County express uncertainty both towards the inclusion of children with disabilities inregular school programme and professional competences for work with children with disabilities. According to results, there is no statistically significant difference between teachers' attitudes towards the inclusion, preparing school for inclusion and professional competences considering their work experience. As far as parents are concerned, they are uncertain about the information they have about inclusive education of their children and their legal rights. They express uncertainty as far as preparing school for inclusion is concerned, but they have positive attitudes towards the adaptation of their child to school and collaboration with school. It is considered that the efficiency of inclusive education in primary schools in Dubrovnik-Neretva County, as far as teachers are concerned, is questionable due to their uncertain attitudes towards preparing school for inclusion, professional competence and collaboration with parents.