Cilj istraživanja provedenog u šk. god. 2019/2020. na uzorku od 425 pomoćnika u nastavi bio je ustanoviti razinu samoprocijenjenog znanja o inkluziji te radu s učenicima s autizmom među pomoćnicima u nastavi. Također cilj istraživanja bio je i ustanoviti koji od sociodemografskih pokazatelja pridonose samoprocjeni znanja o radu s učenicima s autizmom, ali i inkluziji općenito. Za potrebe ovog istraživanja osmišljen je upitnik Samoprocjene znanja o inkluziji i autizmu (SZIA) koji se sastoji od 2 subskale. Prva subskala, Samoprocjena specifičnih znanja o autizmu, mjeri samoprocijenjeno znanje o radu s učenicima s autizmom, dok druga, Samoprocjena općih znanja o inkluziji, mjeri samoprocijenjeno znanje pomoćnika u nastavi o inkluziji općenito. Sastavljen je i Sociodemografski upitnik kojim su prikupljeni ostali podaci o sudionicima istraživanja. Prema dobivenim rezultatima početni motiv za rad te godine rada s učenicima s autizmom statistički su značajno pozitivno povezane, a završena edukacija za pomoćnika u nastavi te iskustvo rada s ovim učenicima statistički su značajno negativno povezani sa samoprocjenom znanja o radu s učenicima s autizmom, no nemaju bitnu ulogu u samoprocjeni znanja o inkluziji. Također među sudionicima istraživanja postoje statistički značajne razlike pri samoprocjeni znanja o radu s učenicima s autizmom. To se posebice odnosi na početni motiv za rad, završenu edukaciju za pomoćnika u nastavi te iskustvo rada s učenicima s autizmom, dok godine rada u ulozi pomoćnika ne čine statistički značajnu razliku. Na koncu pokazalo se i da samoprocijenjeno znanje o inkluziji statistički značajno pridonosi samoprocijenjenom znanju o radu s učenicima s autizmom. Ovakva istraživanja imaju izuzetan potencijal za dobivanje boljeg uvida u znanja i kompetencije pomoćnika, a samim tim i u kvalitetu rada istih.; The aim of this e-research carried out in the school year 2019/2020, on a sample of 425 learning support assistants, was to establish the level of self-perceived knowledge about inclusion and working with students with autism among learning support assistants. The aim of the research was also to establish which of the socio-demographic indicators contribute to self-perceived knowledge about working with students with autism, but also to inclusion in general. The Questionnaire on the Self-Perceived Knowledge on Inclusion and Autism (SZIA), which consists of two subscales, was designed for the purposes of this research. The first subscale, Self-perceived specific knowledge on autism, measures self-perceived knowledge on working with students with autism; while the other subscale, Self-perceived general knowledge on inclusion, measures self-perceived knowledge of the learning support assistant on inclusion in general. A socio-demographic questionnaire was also compiled by which other data on research participants were collected. According to the obtained results, self-perceived knowledge about working with students with autism showed a statistically significant positive relationship with the initial motive for working with those students. Completion of training for becoming a learning support assistant and experience in working with those students showed a significant negative relationship with self-perceived knowledge about working with students with autism. However, neither motive, training nor experience played an essential role in self-perceived knowledge about inclusion. Also, there were statistically significant differences among study participants in self-perceived knowledge about working with students with autism.