The diagnosis of attention and activity disorder includes many symptoms, but the main characteristics are the need for activity, child`s restlessness, constant craving for new contents, constant need for physical activity and the child`s short concentration time. Nowadays, attention and activity disorder is diagnosed very often. It is essential that all participants in the educational system mutually guide children towards growing up in tolerance and acceptance of diversities. Firstly, it is important that an educator recognizes children with attention and activity disorder. Consequently, it is relevant to recognize the characteristics of previously mentioned disorder, its appearance, diagnosis and symptomatology. The necessary competences of educators and educational inclusion are closely described in this thesis. Furthermore, this thesis describes how educators should provide support to children with attention and activity disorder. Very important facts for educators work with children with attention and activity disorder are educational messages, procedures, spatial organization, and cooperation with family. One of the most important things is to accept the child as an equal participant of the educational process. The thesis also states the positive aspects of attention and activity disorder. For this work an „online“ survey has been deducted. The objective of this research is to define which competences preschool teacher has to have in order to work with children who have attention and activity disorder, their opinion considering inclusion of those children in regulary programme and their wilingness to support them through the process.