A child is seen as strong, competent and full of potential from the moment of birth, and it is up to us to create the conditions in the environment so that it reaches its maximum. The inclusion that educational institutions encourage is an integration path where children with educational difficulties are brought up and guided in a familiar environment with their peers. The primary goal of inclusion is building tolerance, respecting diversity and preserving the dignity of each individual. The educator is the fundamental bearer of the educational process who creates and implements programs and adapts working conditions to the different needs and interests of children. Educators face challenges for which it is necessary to plan the process of educational work in the group in advance. The inclusion of children with developmental disabilities in an educational institution actively affects the quality of work in the educational institution and children staying in the group due to the excessive number of children and the required number of teachers and support of professional associates of the educational institution. For the purpose of this work, research was conducted, the goal of which was to show the challenges of inclusive upbringing and education from the perspective of educators. The aim of this paper was to investigate the importance of the prepared space and environment in the educational group, i.e. whether the principles of an inclusive environment are respected, as well as whether educators have the necessary competences in working with children with developmental disabilities for the success and quality implementation of educational inclusion in 21st century. Qualitative methodology was used in the work, and data collection was done through a structured form that was filled out by 146 respondents or educators. The results of the research showed that the educators mostly had no experience with children with developmental disabilities and that most of them did not include a third educator in their group, as well as that they did not have enough help and support from professional associates. The results also show that the majority of educational institutions do not even have enough diverse didactic material for working with children with developmental disabilities, which implies that the National Pedagogical Standard in kindergartens is not respected.