Each child with an autism spectrum disorder is unique in terms of their sociocognitive and language abilities, the degree of difficulties they have and, generally speaking, the support they receive from their environment, whether it is the family or the school environment. Precisely because of this, each child goes through different types of therapeutic preschool and school inclusion, and accordingly, achieves different progress. In the last few decades, a significant increase in this type of disorder has been recorded both in Croatia and throughout the world, therefore there has been a greater interest from experts and the public in the said disorder. The exact cause of autism spectrum disorders is still not known with certainty, therefore it is difficult to recognize the signs that point to it. The criteria for establishing a diagnosis of autism spectrum disorders are reflected in the beginning of the disorder itself in early childhood, social interaction, communication and limited interests. After the establishment of the diagnosis, it is important to design and start applying specific and appropriate therapeutic procedures, and these procedures are explained throughout the paper. Through this paper, therefore, an attempt was made to present the recent literature, that talks about the disorder from the autism spectrum itself and the classification of disorders from the autism spectrum. Also, the position of a child with an autism spectrum disorder in the family was analyzed, and how the diagnosis affects the child's family. It was important to mention and clarify the role of the teacher when teaching a child with autism spectrum disorders, and whether the teacher cooperates with the children's parents and how often. Finally, research was conducted, based on which an effort was made to see the extent to which teachers cooperate with parents of children with autism spectrum disorders, and what that cooperation looks like and in what ways it can be improved.