Children's rights were defined in 1948 by the United Nations Convention on the Rights of the Child. This marks the beginning of a new modern era, when intensive consideration is given to the position of each child and their fundamental right to education. The protection and right to education of children with disabilities is defined by the 2006 Convention on the Rights of Persons with Disabilities. The United Nations Program for the Sustainable Development of the World (Agenda 30, 2015) obliged the signatory countries to implement the inclusion of all children in upbringing and education from the earliest age. Upbringing and education for a sustainable society defines the inclusion of children with disabilities as a way of realizing their fundamental rights to quality education from an early age. The responsibility of the educational policy is aimed at researching the possibility of defining an inclusive culture and practice in working with children with disabilities within institutions for early and preschool education. The Republic of Croatia has focused its strategic goals on the implementation of the inclusion of children with disabilities in accordance with the binding international documents of the United Nations and the European Union. Educational inclusion of children with disabilities requires the inclusion of all children in institutions for early and preschool upbringing and education, regardless of their developmental status, as well as social, ethnic, linguistic and any other particularity. Work with children with disabilities should be in accordance with the National Curriculum for Early and Pre-School Education and Education focused on the needs and capabilities of each child, taking into account the degree of their disabilities. Inclusive culture and practice is aimed at the benefit of inclusion so that every child feels accepted and motivated. The key prerequisites for implementing the inclusion of children with disabilities are the positive attitudes of educators. The research carried out in this work shows that the attitudes of educators in the Republic of Croatia are positively focused on the benefits of inclusion in working with children with disabilities, inclusive support for children with disabilities, peer support in working with children with disabilities, and they see inclusion as a challenge in their work. The educators' attitudes also show the demands of inclusive work with children with disabilities. Program prerequisites for achieving inclusion are significantly related to the development of personal and professional competences of educators and their internal motivation to reflect on educational practice. Educators who are trained more in the field of working with children with disabilities have more pronounced positive attitudes about their competence than other educators, they see inclusion as a greater benefit in working withchildren with disabilities, they have more positive attitudes about inclusive support for children with disabilities, and they consider themselves more open to new experiences. The research shows the positive attitudes of educators focused on improvement in the field of other competencies, learning and skill development outside the field of early and preschool education. Involvement in various forms of professional development confirms the tendency of educators to lifelong learning. Educators in the Republic of Croatia value themselves as open to new experiences, conscientious in working with children with difficulties, open to interaction with the environment. Educators who are involved in the community have more positive attitudes towards the inclusion of children with disabilities than other educators. The research shows that educators in the Republic of Croatia are positively focused on the goals of education for sustainable development. Educators emphasize the importance of competence development, lifelong learning, encouraging well-being and the value of inclusion and openness to the community. For the educational inclusion of children with disabilities and adequate care, it is necessary to ensure better working conditions for educators and to enable every child the right to quality inclusion in institutions for early and preschool education.