Children with developmental disabilities are children who through their development have encountered various intellectual, psychological and physical difficulties, which affect their day to day abilities. Throughout history, children with disabilities have been placed in various institutions away from the family and the whole society, which eventually resulted in their stagnation or even regression in development. Over time, it has been proven that their integration into society, including educational institutions, can greatly help in the development of their abilities. Although the inclusion of children with disabilities is very demanding and sometimes exhaustive for all who participate in it, its contributions to the child and others make it worth it in the end. The teacher of the group spends a lot of time with the child and is expected to adapt the incentives and activities to the child's capabilities and to include him and thus provide the opportunity to grow and develop. Precisely because of this, educators are expected to have lifelong education and improvement in the area of developmental difficulties that the child possesses. In order for inclusion to be as high-quality and successful as possible, it is important that all participants participate equally and cooperate together towards a common goal. Especially important is the communication between educators, parents and the professional team of the educational institution, cooperation and determination of common goals, noticing and nurturing the child's interests and needs, and also adapting the program to their needs. (Zrilić, 2011). Every child, regardless of age, gender, physical appearance, stage of development or developmental difficulties, has the right to carefree upbringing and education. By joining regular educational programs, children with disabilities are given the opportunity to grow, develop and learn from their peers and thus fulfill their rights.