Throughout history, children with developmental difficulties have represented punishment, a nuisance, and a burden, some children even had their lives taken away. A significant step forward happened on November 20th, 1989 with the Convention on the Rights of the Child. In 2007 children with developmental difficulties became more protected by the UN's Convention on the Rights of Persons with Disabilities. The life of a child with developmental difficulties no longer revolved around their condition, shortcomings, difficulties and disability but their potential, possibilities and the child as a person, the main actor in their life. That is when we come to the individual approach, inclusion, integration, and proffesional training of parents, teachers and the wider comunity. This research paper is going to present the term socialization in children with developmental difficulties, with the environment as one of the factors as well as support methods for the child and their family from the preschool establishment. It is going to teach about the formal and informal support and advantages and disadvantages of enrolling children with difficulties in the education system. We are going to study the term social integration through ADHD The foundation "The little prince" is also going to be introduced as well as their project "Ringišpil" whose goal is to promote social involvement and equality for children with developmental difficulties in development in educational institutions. The end goal is to lead children with developmental difficulties in common activities with other children in a way that respects their capabilities and needs.