The attitude towards people with special needs has changed drastically over time – from marginalisation and exclusion from society, through establishing special institutions for their upbringing and education, all the way to integration and inclusion through which they can become valuable participants in social and educational life. Integration enables us to include children with lesser disabilities into the regular education system and by means of inclusion we include children of the same age with and without disabilities so that they can play, socialize and study together. In Croatia there is a tendency towards a process of inclusion, which poses a great challenge for teachers. In this thesis, attention is drawn to the insufficient education of teachers regarding work with children with special needs in all the school subjects, including teaching English as a foreign language, as well as to the shortage of empirical research with respect to the glottodidactic aspects of teaching pupils with disabilities. The research presented in this paper ensures the identification and description of the concrete methodological-didactic procedures that are used in teaching students with disabilities in English language classes. This paper aims to determine problems and 2 difficulties that teachers encounter in working with the stated student population in the field of foreign language teaching, with an emphasis on teaching English.