The educational inclusion of children with developmental disabilities requires planning, time and educating experts. Today, more and more children with developmental disabilities are included in regular groups of preschool institutions with their peers, and in order to provide them with appropriate support and realize their full potential, assistants are included. Assistants, as employees of an institution for early and preschool upbringing and education, provide support related to the child's socialization with peers and teachers, achieving independence in daily activities and help with basic educational needs. In addition to the above, the assistants cooperate with other employees of kindergartens, that is, educators and professional associates, but also with parents of children with developmental difficulties, exchanging information that is necessary to achieve the child's progress. This work aims to analyze and examine the role of assistants in kindergartens in working with children with developmental disabilities. The research was conducted in the form of an online questionnaire on the topic "The role of assistants in kindergartens in working with children with developmental disabilities", and it was intended for educators of early and preschool children with different levels of experience in the preschool education system. According to the results of the research, the participants believe that an assistant is important for a child with developmental disabilities and that it has a great contribution in monitoring the child's progress and creating goals that the child can achieve, but also that every child with developmental disabilities should have their own assistant. In the same way, the participants believe and agree that the assistant should be from educational practice, that is, that not everyone can perform the work of an assistant and that the education of the assistant is important for his further work.