The topic of this paper is the inclusion of children with disabilities in regular preschool programs. The paper first presents the types of difficulties in children, according to the valid orientation list of types and degrees of difficulties from the Ordinance on primary education of students with disabilities from 2015. It is very important to have the difficulties characterized in detail so that all participants in the educational process can better understand them and prepare as well as possible to provide the child with disabilities with an environment that will encourage their progress and make the child happy. Difficulties are divided into seven categories: visual impairment, hearing impairment, speech-speech-voice communication and specific learning difficulties, organ and organic system impairments, intellectual disabilities, behavioral and mental health disorders, and the existence of several types of psychophysical developmental difficulties. The aim of the paper is to show the most common difficulties in children, which are present in practice and how to prepare for working with them, to successfully implement inclusive educational practice, and most importantly how to react in situations where some difficulties may endanger the child's life. Furthermore, it is clarified what inclusion means, because the term is often confused with integration, although they are completely different and it is important to strive for full inclusion of a child with disabilities, because integration alone will not meet all the needs of a child with disabilities. The importance of the educator's competence to work in a group involving a child with a disability is explained. The educator is an important adult in the child's life with whom the child will spend a lot of time and therefore it is important to be ready and prepared to work with a child who has difficulty. First of all, the educator must learn about the difficulty, prepare to act in different situations, and learn to adapt his way of working to all the children in the group. It is very important that the educator has a partnership with the parents of the child with difficulty because this way he can best get to know the child and some of his habits in order to best adapt the environment to him. At the end of the paper, an example from the practice of a child with cerebral palsy included in the preschool program is given.