Rad s učenicima s posebnim potrebama, prvenstveno rad s učenicima s autizmom vrlo je zahtjevan i iziskuje posebnu pripremu i edukaciju učitelja (i pomoćnika u nastavi). Strategije obrazovanja su poučavanje i učenje, strategija doživljavanja i izražavanja doživljenog, strategija vježbanja i strategija stvaranja. U aktivnoj nastavi se mogu primijeniti različiti postupci. Istraživanje se temelji na strategiji obrazovanja učenika s autizmom pomoću konkretnih primjera koristeći ABA metodu. Rezultati istraživanja provedeni s učenikom s autizmom pokazuju kako je učenik aktivnim učenjem, individualiziranim i prilagođenim programom, uspješno svladao četiri pojma u dva školska sata. Iako za ovo istraživanje nije bitna količina svladanog nastavnog sadržaja koje učenik može svladati u jednom ili dva školska sata, već dokazati da će učenik s autizmom više svladati nastavnog sadržaja uz aktivno učenje. Učenik je dobro reagirao na konkretne primjere voća (jabuka, kruška, banana, avokado, šipak, dinja, limun), pokazivao znakove veselja i zainteresiranosti dok na njemu tradicionalan način poučavanja i učenja (fotografijom) nije obraćao toliku pažnju na voće niti davao ikakve znakove veselja. Tijekom procjene poučavanja i učenja pokazivao je znakove umora i nezainteresiranosti. Uz ohrabrivanje i poticanje procjena je napravljena. Ovaj rad je ujedno analiza slučaja tijekom određenog razdoblja odnosno studija slučaja ili analiza slučaja.; Working with students with special needs, primarily working with autistic students is very demanding and requires special preparation and education of teachers (and teaching assistants). Educational strategies are teaching and learning, strategy of experiencing and of expressing experienced things, strategy of practicing (exercising, training), and the strategy of creating. Various procedures can be used in active teaching. The research is based on the strategy of educating students with autism by means of concrete examples using the ABA method. The results of the research conducted with the autistic student show that the learner has successfully mastered four concepts in two school hours thanks to active learning with an individualized and adapted syllabus (programme). Although for this research study the amount of the teaching content that can be acquired in one or two school periods is not essential, but rather to prove that a learner with autism will master the teaching content more effectively with active learning. The student has responded well to concrete examples of fruit (apple, pear, banana, avocado, pomegranate, melon, lemon), showing signs of joy and interest while in traditional teaching and learning (by means of photography) he has not paid such attention to fruit or given any signs of joy. Already during the assessment of teaching and learning, he has showed signs of tiredness and disinterest. With encouragement and stimulation, the assessment has been made. This work is also a case analysis over a given period, namely a case study or case analysis.