The aim of this thesis is to contribute to improving the perception and importance of professional responsibility of participants in early and preschool education in kindergartens with special emphasis on recognizing and providing support to children with developmental disabilities. Through our work, we tried to gain insight into the importance and perception of professional responsibility and the timely detection of deviations in children's developmental areas, primarily in providing support to children and parents of children with developmental disabilities. This paper presents the results of research carried out in the environment of an educational institution where educators are employed, as well as the cooperation of professional associates in recognizing and providing support to children with developmental disabilities, as well as the extent to which preschool educators are educated about recognizing children with developmental disabilities. , organizing work in the educational process during the stay of a child with developmental disabilities. The need for observed deviations in development due to the presence of a certain disorder is extremely important in order to provide timely and adequate support to children with developmental disabilities and their families. The results of the conducted research confirm the existence of a statistically significant difference regarding the question "Does the child have a diagnosed developmental disability?" compared to the question "Does the child with a developmental disability have an assistant?". According to the presented results, it can be confirmed that the insufficiently prepared and non-harmonized educational system of inclusion during indirect work with children with developmental disabilities in educational institutions in which the educator independently cares for children with normal development and children with developmental disabilities and does not have the opportunity or affinity in application of individual approaches to children with developmental disabilities. The right to diversity is the fundamental point of view of the humanist approach.