This paper analyzes art/expressive therapies in the context of early and preschool education institutions, and its application in the inclusive educational groups. Art/expressive therapy provides a child the possibility of expression of his inherent creative potential through a variety of creative media. With the encouragement of the child's creative expression is particularly significant to its therapeutic role in working with children with developmental disabilities that are included in the regular educational groups. Art/expressive therapies in early and preschool education include two parts: a theoretical and empirical (research) part. The purpose of the study was to examine the extent to which the early and preschool education teachers meet with art/expressive therapies and inclusive approach to children with developmental disabilities. The aim of this study was to examine the attitudes and knowledge of teachers of art/expressive therapies and views on the inclusion of children with disabilities. In the theoretical part of the paper art/expressive therapy is defined and its types and use in inclusive educational groups are explained more closely. Represented are the art therapy, children's drawing and color as a diagnostic and therapeutic agent, music therapy, with an emphasis on its application in children with developmental disabilities, but also the children of regular development. Also, dance and movement therapy, the implementation of therapeutic drama and bibliotherapy, as therapeutic use of stories. In the empirical part of the paper, on the basis of the analysis of responses 80 early and preschool education teachers, it's concluded that the majority of teachers have a positive attitudes towards the use of artistic media in therapeutic and educational purposes, but less of them know the term and the types of art/expressive therapies. Most of the respondents are currently working or worked with children with disabilities and has positive attitudes towards inclusion. Teachers feel that they are not sufficiently familiar with the art/expressive therapies and that are not enough educated to work in inclusive groups, but they want to find out more and to educate about these subjects.