The subject of this paper is to research the attitudes of grade teachers and teachers towards the practice and effects of educating and social acceptance children with atypical development patterns (AD) in primary schools in Serbia. The aim of the research is to examine the capacities of formal elementary education to (a) stimulate the cognitive development of atypically developing children based on individual programs adapted to their capacities; (b) encourage their inclusion in the social environment. The authors emphasize the role of grade teachers and teachers in creating a climate that will allow for the social integration of children with atypical development patterns as equal members of a class. Such engagement goes beyond the binding and formal requirements of educational practice and triggers humanity as a fundamental human moral property. The data were analysed by using descriptive and inferential statistics. A total of 120 grade teachers and teachers in primary schools in Serbia were interviewed, who teach according to individual programs suitable for AD children abilities. The basic assumption that grade teachers and teachers in primary schools in Serbia are not well prepared for quality implementation of the individualized education program (IEP) for AD children. The research findings have shown that 1) the attitudes of grade teachers and teachers in primary schools about the possibilities of education and social acceptance of AD children in primary schools do not differ; 2) grade teachers and teachers in primary schools do not differ in assessing the relationships between school children of atypical and typical development.
