This work is based on theoretical and empirical research related to the inclusion of children with disabilities in the implementation of kinesiology activities. The first part of the work refers to the theoretical research areas of inclusion of children with disabilities in preschools, inclusion of children with disabilities into the educational program and kinesiology activity of children with disabilities. The second part refers to the empirical research regarding the inclusion of children with disabilities in regular kindergarten groups during the implementation of kinesiology activities. The study was conducted on a sample of 49 students second and third year of undergraduate study of early and pre-school education and 65 preschool teachers who are employed full-time in Zadar in October 2019. The primary objective of this study was to determine the attitudes and self-competence of students of second and third year of early and preschool education and preschool teacher employed fulltime for the inclusion of pre-school children during the implementation of kinesiology activities. A secondary objective was to determine the differences in attitudes and self competencies of students and preschool teacher for the inclusion of pre-school children during the implementation of kinesiology activities with respect to age, work experience and level of formal education subjects. The data was analyzed by statistical program SPSS 20. Due to the objectives of the research and the results it can be concluded that all the hypotheses confirmed. The views of students and preschool teachers on inclusion of children with disabilities during the implementation of kinesiology activities are positive, but the preschool teachers feel more competent to work in inclusive groups than the students. Hypotheses that suggest that there are differences in views on the benefits of inclusion of children with disabilities in regular kindergarten groups during the implementation of kinesiology activities, as well as self-assessment of competence for work in inclusive groups between students and preschool teachers with regard to their age, work experience and level of formal education were confirmed.