The aim of this paper is to determine whether there is progress in a child with developmental disabilities in the field of motor skills of gross and fine motor abilities and in the field of self-regulation after the implementation of an educational rehabilitation program. Also, this paper takes into account the mother's perspective in order to gain a better understanding of the difficulties of self-regulation in the child for the sake of raise awareness of the parents' role in learning self-regulation skills, as well as to create programs that will encourage self-regulation skills in addition to enhancing motor skills. An underdeveloped motor coordination ability limits an individual to effectively manage his or her own reactions and behaviors. Furthermore, the basis of self-regulation is the ability to manage emotions, attention and behavior. From this the need for creating an educational rehabilitation program that stimulates the underdeveloped motor skills has arisen. The implementation of structured motor activities seeks to improve the quality of movement, which will contribute to better behavioral control. The emphasis of the program is on fostering motor skills in which difficulties are most pronounced, in both gross and fine motor abilities. The performed activities require the control of impulses and movements, which increases the control over one's thoughts, emotional reactions and actions, and at the same time encourages the development of self-regulation skills. The study participant is a 5-year-old boy diagnosed with a specific mixed developmental disorder. Evaluation of the child's progress in the area of fine motor skills of the upper extremities was evaluated by the Beery-Buktenica visual-motor integration test. Evaluation of the child in the field of motor skills of the gross motor abilities of the lower and upper extremities was performed with an assessment instrument designed for the purposes of this research. Progress in the field of self-regulation was evaluated by Ages and Stages Questionaire: Social-Emotional, which was fulfilled by the mother. The results of the research were analyzed by quantitative and qualitative methodology. On all the variables evaluated, the results are better, after the implementation of the program, therefore, the hypothesis was confirmed that the implementation of the educational rehabilitation program will influence the improvement of motor skills and self-regulation in a child with developmental disabilities.