Children with disabilities are those who require special support and tailored teaching methods in educational processes to facilitate their progress and better integration into their peer community. Over the years, societal attitudes towards children with disabilities, particularly in the context of their education, have evolved towards more humane acceptance and appreciation of all differences. The emergence of the social model has led to significant changes in the perception of individuals with disabilities, emphasizing that impairment does not diminish a person's value as a human being. Inclusion, stemming from the social model, highlights that everyone belongs to society and contributes in their own way. The focus on abilities, interests, needs, and rights of individuals with disabilities, rather than on their limitations, is key to inclusive education. For inclusion to be successfully implemented, certain prerequisites must be met, including a legal framework, competent educators, and collaboration with parents and professional associates. The European Union promotes the social inclusion of individuals with disabilities, and the educational policies of European countries are geared towards achieving educational inclusion. The aim of this thesis is to explore the legal frameworks and supporting documents that determine inclusion in Croatia and Austria, as well as to analyze the similarities and differences in their functioning. Additionally, it will examine the experiences of educators working with children with disabilities in both countries. By utilizing relevant literature and qualitative comparative analysis of primary data sources, this paper will provide insight into the state of inclusive education in Croatia and Austria.