Children with disabilities are children with persistent special needs. There are several opportunities offered in the context of upbringing and education of children with developmental difficulties in pre-school education – segregation (disorder, dysfunctionality), integration (partial and complete) and inclusive. The highest level of pedagogical linkage for children with developmental disabilities with regular population is inclusive or inclusive education. (Mikas and Roudi, 2012). Inclusion is a process in which children with special needs and children without them are put in the same environment for the same chronological age, for common games, interaction and socializing. It's a process that respects the individuality of each child, his personality, and diversity. Since inclusive education and training are aimed at ensuring the appropriate conditions for learning and participation of all children in this process, it's important for educators to understand the ways in which particular developmental difficulties contribute to the specificities of child participation in the educational process as well as in other living communities. Among children with disabilities, we include children with reduced intellectual abilities, autistic, blind and weak children, deaf children and children with the speech disorder, speech and language, children with motor disorders and chronic illnesses, children with behavioral problems, attention disorder and children with specific learning difficulties. In the category of children with special needs, we also include gifted children, not just those with disabilities. Therefore, in the process of categorizing difficulties, it is not justified to include or exclude a child or an adult in advance, as no difficulty should be interpreted as a feature that will necessarily be known to limit and hinder the participation of a person in educational and other life situations, as this depends on the interaction between the environment and the person.