The socialization of both typically developing and developmentally disabled childern begins in early childhood and preschool institutions. This is the first step towards the inclusion of children with disabilities in formal education. Involvement in early and preschool education is the first step for children with developmental disabilities towards their inclusion in society. In order to facilitate their inclusion in the formal educational community, it is necessary to raise awareness among children with typical development and enable them to attend school with their parents/guardians. In addition, it is necessary to provide the necessary material resources and professional and highly qualified workforce. The aim of this specialized work is to examine the opinions and attitudes of parents about inclusion, i.e. the inclusion of children with developmental difficulties in preschool institutions, i.e. the regular system. The paper will present the role of parents and educators along with their importance in the implementation of inclusion. The method of surveying was applied with the instrument of the survey questionnaire with the aim of collecting the attitudes and opinions of parents about inclusion as well as their information about the importance of inclusion for the regular education system. The research will be conducted in four regular educational groups of the DV "Biokovsko zvonce" Makarska, which implement and implement the principle of inclusion at the level of everyday educational practice. The results of parents' awareness of the application of the principle of inclusion in the work group attended by their child will show the tendency of parents' attitudes related to the inclusion of children with developmental disabilities in regular education groups. The results of the research will show the role and significance of some key assumptions for the implementation and implementation of inclusion in DV "Biokovsko zvonce" Makarska. Equally, the results of this research can serve as a framework template for the creation of annual plans and programs and curriculum of the institution with the aim of qualitatively defining guidelines for the successful realization of inclusion.