The development of cooperation and partnership begins in early childhood education institutions between educators, children, parents of children and the professional team. An important role in the development and maintenance of partnership is shared by all participants in the educational process through equal commitment and taking responsibility. Parenting is the most demanding family "job" especially in moments when families have to face and know how to cope with situations of children's needs, which are long-term both demanding and stressful. The benefits of creating inclusive groups have proven to be inevitable for children with and without developmental disabilities, their families, educators and the community because it affects "the coexistence of children coming from different, cultural, social and religious family environments" (Višnjić Jevtić, 2015: p 14) and the entire living system in general. Inclusive groups enable children of special needs to develop certain relationships with children of orderly development by observing, imitating, contacting, through communication and to develop appropriate - developmental behavior (Daniels and Stafford, 2003: p 9). Parents of children of special needs, by including their child in an inclusive group, provides them with even greater support, reduces care, increasesyour sense of belonging and community, facilitates in organizing requests for assistance from local authorities. Defining the objectives of inclusive groups refers to achievements in work. The principles of working in inclusive groups apply equally to all children in the group, which means respecting children of different abilities, interests and opportunities, and focusing on their strengths. Educators in working with children with special needs create conditions for inclusion, cooperate more with parents of children with developmental disabilities, perceive learning styles of such children, flowcompetences through inclusive education to create positive relationships in a group and better understanding of the needs of such children. Inclusive education puts emphasis on the overall environment (Višnjić Jevtić, 2015: p 14). Lifelong learning has a pedagogical significance that includes preparing children for achieving life goals, implementing curriculum reform, professional training of educators. Lifelong learning occurs throughout life periods, in all situations and educational activities, regardless of whether it is institutional education or not (Babić, 2009: p 18 ; Jurčević Lozančić, Šagud and Kostadinović, 2011: p 143).