Theme of this paper is the integration of children with motor disabilities into the pre-school system of education. The aim of this paper is to point out the multiple benefits of such education system, not just in favor of children with motor disabilities, but also for those who do not have motor disabilities. The starting point of integration is not work on individual difficulties, but on the needs of individual, development of self-reliance and empowerment of individuals with motor disabilities, as well as development of empathy and tolerance in those without disabilities. Through history, children with disabilities have been isolated in special institutions, where “disease” was observed and treated rather that the individual. Today, many kindergartens and schools can say for themselves that they do successfully integrate children with motor disabilities into regular education system. Examples of such establishments are kindergarten Siget and Rehabilitation day center Veruda whose practice is presented in this paper.