Effective educational work implies tight cooperation between parents and preschool teacher. Children with developmental disabilities have different functional abilities, due to which they need appropriate support. Each teacher's individual competence in cooperating with parents is an important factor regarding parental cooperation. The aim of the research is to examine the assessments of educators about the involvement of families of children with developmental disabilities in kindergarten activities. The research conducted by questionnaire in June 2024 included 53 educators in the area of Republic of Croatia. The research results show that more than half of the respondents feel that they are not qualified to teach the children with developmental disability. Most teachers who teach children with developmental disabilities have not received any training in special needs education at the workplace. Almost 41% of respondents are not satisfied with the level of support for a children with special needs. The most of respondents indicated that the resources and available programs are not sufficient for working with children with developmental disabilities. Half of the respondents communicate with parents about the child's progress and needs every day. Only 26% of respondents are completely satisfied with the quality of communication with parents. 34% of them believe that cooperation with parents is difficult because the parents are not ready to listen to and accept their suggestions and remarks. The most important for successful cooperation between parents and educators are mutual understanding and respect. It was concluded that the majority of respondents believe that reducing the number of children in groups, employment more assistants and additional teachers, useful training and workshops for teachers, and greater support from specialised educational services would contribute to better partnership of preschool teachers and parents of children with developmental disabilities.