Physical activity of preschool children, including children with special educational needs, is extremely important for meeting a range of children's needs. In addition to transformation of the anthropological status of children, physical activity also has a positive effect on their health. It improves the heart rate along with the immune and vascular system. The paper presents some of the most represented special educational needs and the adaptation of the kinesiology culture class depending on the developmental difficulties that the child in the group has. The physical education class consists of an introductory, preparatory, main and final part of the lesson. For the introductory part of the lesson activities such as running or various elementary games are chosen in contrast to the final part of the lesson which contains games and activities in which children are sitting or standing in state of rest. The special educational needs that have been described are visual and hearing impairments, intellectual disabilities, specific learning difficulties, autism, ADHD, motor disorders and chronic diseases. No child is completely the same so it is necessary to adjust the kinesiology culture lesson, not only according to the developmental difficulties but also according to their individual needs. That is, to be able to adapt the activities as adequately as possible, it is necessary that the educator is well acquainted with each child, as well as their developmental difficulties and abilities, desires, strenghts and weaknesses. This adjustment of activities includes the adjustment of means, equipment and devices as well as the adjustment of the process of realization of activities. Like every child, a child with special educational needs also has the right to participate in the educational process of the institution in which child resides. The mission of educators is to include children with disabilities and motivate all children to participate in physical activities through fun and play.