The attitude towards children with disabilities, especially concerning their education, has constantly been changing throughout history, and has depended on a number of factors such as the the cultural, economic, political and social factors. The society's attitude towards persons with disabilities changed significantly with the emergence of the social model. The social model points out that a disability is not an individual problem, and that the society needs to remove all obstacles which prevent equal participation in the society. Inclusive education implies non-discrimination, the cooperation of educational institutions with other public services and with the entire community in order to enable the development of personal potentials, as well as participation in the process of education to all children. An important competence for the success of the inclusion, is the competence of the educator. The key comptencies are a combination of knowledge, skills, abilities and the attitude of the educator.Thus, it is desirable that educators, who are involved in implementing inclusion into education, have all the necessary competencies for its implementation. Educators, in different organizational and spatial conditions are responsible for creating and implementing programs which meet the various needs of early and preschool age children. Achieving educational inclusion in an educational group depends on the interaction of attitudes, knowledge, flexibility and creativity of the educator. However, the quality of the direct work and the inclusion can be affected by number of children in the groups, the limited professional staff and insufficient support for educators. Researches on the educators' competencies and attitudes have shown that the data obtained is not satisfactory. It is obvious that only half of the educators put effort in trying to harmonize their work with the children's needs and with the contemporary pedagogical knowledge. Much more attention should be paid to the preschool education system in order to meet the needs of children with disabilities and their right to appropriate education and socialization. The purpose of this paper was to explore the models of the society's relationship to persons with disabilies, the success of inclusion into education, the educators' competencies and attitudes, the role of assistants in kindergartens as well as the role that the parents and peers of children with disabilities have in their development, and to point out that there are other factors which prevent full inclusion.