Abstract
This study aims at finding the difficulties students with autism are facing in English learning, as well as the teachers’opinions on the level of their training in special education matters and their opinions on suitable inclusive methods for the educational process. The data was collected through quantitative, sampling method. An electronic questionnaire was answered by teachers. The research was based on inductive reasoning moving from specific observations to broad generalisations. Students with autism often face problems with writing, speaking, reading ability, semantics, morphosyntax, pragmatics and social, emotional development. English teachers are insufficiently trained on issues concerning Special Education and they seldom use inclusive methods. This study is important due to lack of resources on teaching English to autistic students thus it can be a motive for further engagement with this issue.
