According to the practice of inclusion, the number of children with developmental disabilities that are included in the regular kindergarten program is increasing. Parents' attitudes of all children involved in the inclusion process are important because of the important role that parents have in the inclusion itself as well as the role of parents in forming their own children's attitudes. The aims of the study: (1) to determine how possitive are attitudes of parents with children with developmental disabilities towards their children attending and staying in pre-school establishments, (2) to determine differences in parents’ attitudes regarding different demographic characteristics (sex, age, socioeconomic status, size of the city of residence, number of children in the family), (3) to determine differences in attitudes in regards to previous experiences. The study included 159 parents of typically developing children from three cities in Croatia – Gospić, Kastav and Pazin, which are from thee different counties in Croatia – Ličko-Senjska, Primorsko-Goranska and Istarska. The survey gathered information about the gender and age of parents, their maximum academic achievement, size of the city they live in, the amount of income they produce, gender and the amount of children in their family, the presence of children with developmental disabilities, as well as previous experiences with people and children with developmental disabilities. The survey covered their general attitude towards their inclusion in the study, the parents’ attitudes how the inclusion in the study affects the education of the child and its social relationships. The parents generally have a positive attitude to being included in the study (above 2.5 which is the theoretical average of the spectrum) whereby the attitudes towards the effect of the child’s inclusion into socialization are especially pronounced. The most negative attitude of the parents was towards the child’s inclusion in education. The study indicates that there are no major differences in parent’s opinions about being included in the study in regards to sociodemographic variables. It is determined that parents who don’t have a child with developmental disabilities inside the group have a more positive attitude towards the impact on the education of their child than the parents who have a child with developmental disabilities in the same group.