The purpous of this thesis is to accentuate the fact that there is more and more children with disabilities being included into the public institutions of preschool education. In order to insure their stay is well managed we need to recognise their developmental needs and meet them in the best possible way. The goal of this thesis was accordingly, to assertain how well the educators know the disabilities that some children have, if they consider themselves competent to work with disabled children and if they apply different methods, ways or means of working with them. Every child with a disability presents as a challenge to the educator, so it goes without saying that to work with them takes a lifetime of education and the use of many methods, ways and means. This thesis is structured in a way that it first leads the reader into understanding the term of developmental disability and the kinds of difficulties the families, educators and society face. Immedietly following that is the explanation of the inclusive approach as well as the competence of educators and their role in the work with disabled children through cooperation with the parents and expert associates. There is also a description of the strategies with which the educators are confronted while working with disabled children. The individualized approach is also explaned as well as the importance of the developing a sence of understanding among the children through the use of different methods, ways and means. The thesis is based upon the research results gathered by an online survey. The research has shown that the educators believe that they are in need of more education to be able to better work with children and their disabilities. Most educators apply and adapt the individualised actions and approaches through an array of methods and applications of educational work. Besides the aformentioned most educators use materials to make their own educational tools for work with disabled children.