Early childhood and preschool inclusive education refer to the inclusion of children with disabilities in regular kindergarten programs using different supporting factors, on which the quality of inclusive education varies. (Rudelić i sur., 2013). It is based on an individual approach to the child and includes the involvement of the child’s important life figures, cooperation of expert team and educators, inclusive surroundings, and evaluation of inclusion quality. For children with disabilities inclusive education not only focuses on inclusion, but also enables them to experience joint learning which strengthens their participation in studying and community culture. Emphasis is placed on ensuring adequate support and satisfying the child’s individual educational needs. (Bouillet, 2010). To achieve certain goals when working with children with disabilities, educators should apply educational strategies and obtain through them established relationships with children. The main object of this theses was to examine which support strategies educators use working with children with disabilities. The thesis also examined how well educators are acquainted with methods when working with children with disabilities, of the level of support they receive from expert teams, whether they have appropriate spatial and material conditions and how often educators receive professional development courses. Research was conducted from March to June 2022and included 202 participants with an education background from Republic of Croatia. Results showed that the greater part of educators don’t have enough didactic means and aids for work. In addition, they often don’t get necessary information about children with disabilities in their groups, and rarely obtain assistance from their expert team. Majority of educators consider themselves not capable to work with children with disabilities. Despite this, the results showed that most educators did provide educational support for children with disabilities, and that they often prepare the surroundings and adapt stimuluses, make individual means for work, so children with disabilities could participate in all activities.