Culture of an institution can be defined as a term which includes the history of an institution, context of an institution and people who act in one. Connection between culture and educational institution is considered a new term in pedagogical literature. It is now common opinion that culture of an institution is seen as a synthesis of certain settings made by a group of people by forming external actions of an institution, recognising new information and working on accomplishing the goals of an entire organisation. By working together, children, teachers/educators and parents/guardians became significant factors of culture`s development and sustainability. A part of culture of a pre-school establishment are children with developmental difficulties whose inclusion also appears as a relatively new aspect in early childhood education system. Essential feature of inclusive culture is conceptual programmatic development focused exclusively on developmental specificities of a particular child. In narrower sense, inclusion requires emphasising every child`s right to education in accordance with it’s abilities. Theoretical stronghold is found in documents closely related to education as well as conventions of human rights. By emphasizing social and pedagogical dimension of educational inclusion, conventions and documents become underlying assumptions for the development of inclusive culture of early childhood institutions. Inclusive culture is developed by appreciation and involvement of all children, institution`s employees, curriculum and local community in the same way. According to the inclusive programme of early childhood education institutions, all segments are tailored to the needs of a child with developmental difficulties with best interest in developing it`s abilities, competencies, skills, social interactions and realization of many individually pursued aims. Teachers/educators, their competencies, lifelong learning, professional training and attitude play a crucial role in inclusion process of children with developmental difficulties. With their positive or negative attitudes teachers/educators affect the whole inclusion process of children with developmental difficulties in terms of better or lower quality of involvement, achieving higher or lower scores as well as division between children in groups.