A kindergarten, alongside the family, is the next station in a child's life where their socialization develops. Every child has the right to education, including children with special educational needs. Understanding the various stages of a child’s development and specific needs, in this case referring to children with visual impairments, the educator, with the help of parents and other professional associates, facilitates the inclusion of the child into the kindergarten. Later, this socialization extends to all spheres of social life. In the inclusion of a visually impaired child into a kindergarten, the educator is greatly supported by the environment, which acts as an additional educator. Good organization of the spatial and material conditions is crucial for fostering a sense of security in children with special needs. The spatial environment facilitates the child’s daily activities and contributes to the development of their social skills and cognitive growth. Educators play a significant role in adapting the environment to ensure that each child can develop their skills in the best possible way. It is essential to provide appropriate support to children and to adapt the environment by incorporating specific materials so that children with visual impairments can actively participate in kindergarten activities. Every child requires an individual approach, and in creating an individualized plan, collaboration between parents, educators, and professionals is necessary to create conditions for the successful inclusion of the child into the kindergarten group. The spatial and material conditions, along with appropriate pedagogical interventions, are key to creating an environment that supports the development of children with visual impairments and ensures they feel like equal members of the community. This final paper aims to emphasize the importance of continuous education for educators and the adaptation of space to meet the needs of all children, including those with visual impairments. The paper also provides guidelines and recommendations for improving practices in kindergartens.