At the heart of Montessori pedagogy is the child and the goal is to develop the child's independence. It fully responds to the child's individual needs, abilities and interests. The task of adults is to prepare the environment and to provide didactic material which the child then chooses according to his desire. Freedom is one of the basic characteristics of Montessori pedagogy and the basis of individual upbringing. Maria Montessori believed that the learning process begins with the child, not the teacher, and this is one of the main ideas for teaching the child. The child learns using all sensory impressions, by movement, vision, hearing, tactile senses, concentration. She started working with children with disabilities, children with whom no one wanted to work with. A revolutionary endeavor was the integration of children with disabilities into mainstream educational institutions. She was the first to view developmental disabilities as a pedagogical, not just a medical problem. She fought for every child because for her every child has equal opportunities for development. The inclusion of children with more disabilities and children with disabilities in groups of children with typical development results in younger learners learning from older, weaker from stronger ones. By helping others they socialize and develop cognitively. Montessori kindergartens in Croatia emphasize inclusion and implement it in all educational groups, and, if necessary, implement Montessori therapy - an individual approach. They emphasize that a child should be respected, especially with his weaknesses, as a unique, complete individuality. The goal of therapy is to show the child the path, but to let the child go at its own pace, even if it takes much longer. The basic idea of "Help me do this alone" ideally describes this concept. The prepared environment, didactic materials and the teacher are the basis of the child's optimal development.