Inclusion is a life cycle in which all children are supported to achieve their educational and social potential, which includes the removal of obstacles in the environment, communication, teaching and socialization. However, inclusion is a extensive topic and concept, that's why people understand the meaning of that word differently. The inclusive kindergarten seeks meaningful and professional partnership among all professional associates. Furthermore, it is necessary to describe the principle of partnership, define partnership and the tasks which improve inclusion. It is necessary to determine how partnership is represented in an inclusive kindergarten and how which professional associates work together. Inclusive education is represented by numerous participants such as: educators, parents, peers, professional associates (pedagogues,social pedagogues, psychologists, speech therapists, educational and rehabilitation experts, etc.). They mutually act and function in many programs and contribute to the success of inclusion. Furthermore, professional associates participate in the team, and in this master thesis we have defined the types of teams and the characteristics of them. Therefore, professional partnership and engagement in the team makes it possible display a quality of inclusion. Professional team engagement, where everyone in a team is expert, fulfills its task can achieved much more than with an individual. By accepting other points of view, a safe and quality atmosphere is created which improves partnership between professional associates, children with difficulties and parents.