According to the Law of pre-school education with associated modifications, pre-school in Croatia is optional and can start at age of six months and last until the beginning of primary education. Only one year of preschool before primary school is required. Despite the legal regulations of pre-school education, children included in preschool education in early age have multiple benefits. The societys' opinion towards children with disabilities has changed throughout history along with the educational practice and attitude towards children with disabilities in the educational system, at the national and international levels. In one of the approaches of the development of societys' opinion towards children with disabilities, social model, the concept of inclusion had been created. In a broader sense, inclusion in education refers to the inclusion of children (or adults) in one of the programs, in this case, pre-school education. Inclusion is a proces which tends to create an environment where children with disabilities and children without disabilities learn and grow together. Inclusion also refers to the practice in which all children in preschool learn by the same curriculum, regardless of the presence of difficulties in development. According to the Croatian Ministry of Science and Education (2016), 76% of children with disabilities are included in the regular educational groups. Educators' competencies for the inclusion of children with disabilities in regular educational institutions, are very difficult to specify because every difficulty and every child requires its own individual beam of certain competencies. This paper describes the methodological aspects of working with children with disabilities such as ABA, TEACCH and PECS methods. In this paper will be discussed the existing forms of inclusion of children with disabilities in pre-school education with special emphasis on children with autism spectrum disorders, children with physical disabilities and children with hyperactivity disorder.