The right to education is one of the fundamental human rights. The study was conducted on parents of children with disabilities, because they enable the first experiences and opportunities of a child, which serve as a starting point for its development and all kinds of learning, and thus affect the child's success in the education period. The aim of the thesis is to explore the experiences of parents regarding the inclusion of children with disabilities in programs of early education. Participants describe the challenges they face when enrolling a child in pre-school institutions. They encounter a dose of resistance from the employees, point out poor communication with the kindergarten employees, and emphasize the invention of unfounded reasons that prevent the registration of a child. Participants of the study express a dissatisfaction with the kindergarten feedback, mention the lack of support when enrolling a child, but also the lack of information during the enrollment itself. Furthermore, the participants stress that their experiences of enrolling their child in preschool programs were marked by challenges which have caused them to be emotionally overwhelmed and they had to make further efforts related to the inclusion of their child in the kindergarten. Moreover, participants face some challenges within the kindergarten. A child has a limited stay, parents believe a child with disabilities is insufficiently involved in everyday activities, and emphasize the existence of organizational difficulties related to the employment of an assistant. Having an assistant in the kindergarten is an expense for parents. They are dissatisfied with the work of assistants, however, they point out their motivation. Children with disabilities are accepted by the other children in the kindergarten. Participants are dissatisfied with professional but satisfied with personal competences of the educators. They express discontent with the work of the expert team. Furthermore, they are met with discrimination against the children with disabilities. The challenges they are faced with are also the child’s violent behavior towards the other children, and a sense of fear for the possible expulsion of the child from kindergarten. Participants make recommendations to improve the inclusion of children in kindergartens: improvement of conditions for enrollment of disabled children in kindergartens, the education of teachers and the assistants working with children with disabilities, preparation of the kindergarten environment for a child with disabilities, enhancement of the parents’ cooperation, as well as that of schools and other institutions, the greater activity of the parent for the enrollment of a child. They believe kindergartens should follow the rules, hire more professional workers, reduce kindergarten groups and introduce activities that are adapted to the individual abilities and needs of a child.