Abstract
The paper presents a brief overview of the research on attitudes related to the difficulties that arise in the process of inclusive education among secondary school teachers. The sample of this research is intentional and includes 80 secondary school teachers. The sample is convenient and unsystematic. The research was done in secondary schools. Descriptive method, scaling technique, Likert-type scale consisting of 23 items was applied. Modern society requires the provision of equal conditions for the development of the potential and abilities of each individual, which implies the creation of a school tailored to the child. In order to manifest the positive effects of inclusion, systematic changes in the school are necessary. Individual examples are not enough, there are a large number of barriers in practice that hinder progress in inclusive education in secondary schools. The inclusion of a child with developmental disabilities in the secondary school education system is still a difficult problem to solve. The key is how to motivate parents for their child's education.
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