The article considers the difficulties of practical activity of teachers working with autistic children of primary school age in inclusive education. The following difficulties are substantiated and analyzed: the teacher's thought about the unwillingness to implement inclusive education, the lack of skills in using diagnostic methods, the lack of knowledge about the characteristics of children with special needs, the choice of methodological support, the definition of the content of psychological and pedagogical support, etc. The following research methods were used: a questionnaire that allows to study the level of knowledge and qualifications of teachers, specifics and work experience; methods for determining the ability to introspect pedagogical activity were carried out. Recommendations for correcting the training of pedagogical personnel necessary for activities in an inclusive environment are proposed.