Modernization and changes in modern society do not leave aside families or preschools; as well as educators and professional employees of preschool educational institutions. It requires the necessary adaptation of all participants in the process to new situations in order to ensure a quality and individual approach to children with disabilities. Do we strive to meet certain criteria of self-evaluation and be willing to reflect on our own practice, be open to communication and establish cooperation; only from such a partnership does the welfare of the child arise, which implies quality upbringing, progress and holistic development. Cooperation and partnership are the most important relations between the educational institution and the family. It improves the upbringing and education of the child, which significantly affects the child's better development and progress both in preschool and in the family community. Cooperation between families and educators exists when there is mutual respect, sharing information, feelings and skills, negotiation and joint decision-making between the people who forge the partnership. Partnership and cooperation are important for the proper development of the child and for such a relationship to result in the satisfaction of all participants, it must be characterized by trust, honesty, open communication, willingness to actively listen and share information, non-judgment and acceptance. This paper describes the forms of cooperation that a parent of a child with disabilities uses when interacting with educators and professional employees of the institution. The existing forms of cooperation are described, which are divided into modern and traditional, but also obstacles that may arise when establishing a quality relationship among the parent, the child and the preschool institution. Also, after conducting a survey in the Panda kindergarten, we find out which form of cooperation parents consider the most competent and which unsatisfactory. In order to achieve a cooperative relationship resulting from mutual satisfaction of parents of children with disabilities and employees of preschool educational institutions, the aim of this paper is to encourage better cooperation with the family, which involves both parents, and it is the educator's responsibility to offer different forms of cooperation with the kindergarten, i.e. employees of preschool institutions.