This thesis explores the inclusion of children with developmental disabilities in preschools, focusing on the perspectives and experiences of parents, educators, and support staff. Inclusion in early childhood education is a crucial step toward creating a fair and supportive educational environment, but its implementation often encounters various challenges. Through qualitative research using semi-structured interviews, participants' experiences were analyzed to identify the main factors influencing the success of inclusion. These factors include the availability of resources, the quality of collaboration between parents and preschools, and the professional support provided to educators. The findings reveal that despite existing legal frameworks and positive practices, there is a significant need for further improvements. This is particularly relevant in the context of additional educator training, adapting the preschool environment, and enhancing communication among all involved parties. These results provide guidelines for improving inclusive practices in preschools and can serve as a foundation for future research on the long-term effects of inclusion on the development of children with disabilities. The conclusions highlight the importance of continuous education, collaboration, and adaptation in creating an inclusive environment that supports the overall development of every child.