This paper includes theoretical and empirical research related to the opinion of parents of children with disabilities and children with normal development about the usefulness of inclusion within an institution for early and preschool education. The first part of the paper is based on the presentation of literature related to the concept of inclusion, inclusive upbringing and education in an institution for early and preschool education, children with disabilities in the institution of early and pre-school education, the role of parents and educators in inclusive education, participation of parents in inclusion, and cooperation of parents and educators in inclusive education. The second part of the paper is empirical research related to the involvement of parents of children with disabilities in inclusion and the attitudes of parents of children with orderly development and parents of children with disabilities about inclusion. The study was conducted on a sample of 163 parents of children ininstitution for early and preschool education „Sunce“ and „Radost“. Of the total number of respondents, 44 parents have a child with disabilities in an inclusive educational group, and 136 parents do not have a child with disabilities. The aim of the research is to determine how old and preschool children are, how much they are involved in the work of the institution for early and preschool education and what their role is in inclusion. Also, the aim of the research is to determine the attitudes of parents of children of early and preschool age of orderly development on inclusion. The results of the research showed that the parents of children of orderly development are of the opinion that children with disabilities have the full right to be included in the educational group together with children without disabilities. Furthermore, parents of children of orderly development are of the opinion that inclusive upbringing and education has positive effects on children of orderly development. Parents of children with disabilities are involved in the work of the institution for early and preschool education and are satisfied with the involvement in the work of the institution for early and preschool education. Also, parents of children with disabilities regularly work with educators in the field of inclusion and are of the opinion that their children should be integrated in the group with children of orderly development.