Society's attitude towards children with disabilities has changed throughout history, and pre-school education of children with disabilities is becoming an increasingly attractive topic of various studies in the 21st century. Children with disabilities in their own lives are often discriminated against and sometimes deprived of basic human rights. The task of the educational system is to enable such children from an early age to be adequately involved in the educational process. Through inclusion, the aim is to create an environment in which children with disabilities will stay together with children without disabilities and spend time playing and learning together. Also, such an approach implies a practice in which all children in kindergarten educational groups will equally participate in activities regardless of the existence of developmental difficulties. Educators play a major role in implementing inclusion in kindergartens. It is they who spend the most time with children during their stay in kindergarten. The aim of this final paper is to show the types of developmental difficulties and explain the role of educators in the process of inclusion.