The quality of an educational institution varies constantly. In order for the institution to maintain quality, it is necessary to work systematically on improving the practice as well as on improving the competencies of all employees. Quality depends on the joint work of educators and professional associates, their way of thinking and on what we value in the institution. Quality also depends on the extent to which the institution is ready for inclusion. All children have the right for inclusion, regardless of their developmental difficulties, and it is the community, institution, educators and professional associates who should be ready for change and not expect the child to change. We call this type of inclusion social inclusion. The attitudes of a community and its factors depend on the culture, and culture is the basic characteristic of that community. We can conclude that inclusion does not happen without changes in culture. How children with disabilities will be approached and what support will be provided to them depends on the culture of the institution and the community in which the institution is located. Given this, we have pro-cultural and countercultural approaches to children. Autism spectrum disorders are developmental disorders that occur in early childhood and last a lifetime. ASD affects all aspects of an individual’s life, such as communication, motor skills, behavior, and learning. The cause of autism spectrum disorders is still unknown and in Europe it occurs in 1 in 100 children and is four times more common in boys. In order for children with autism spectrum disorder to be properly involved in the institution of early and preschool education, in addition to changes in culture, work should be done on communication and cooperation between educators, parents and other professionals. This paper deals with community culture and its factors as important participants in inclusion.