This paper focuses on the ways in which educators in Split children's kindergartens evaluate the opportunities for inclusion of children with ADHD in regular pre-school programs. Inclusive early and pre-school education implies the inclusion of children with disabilities with various support factors that depend on the quality of inclusive education and education. The quality of support is based on the individual approach of the child, the involvement of all important children, the cooperation of experts and educators, the inclusive environment and the quality assessment of inclusion. The aim of this paper is to quantitatively assess the quality of inclusion from the prospect of preschool children. The research was conducted in the area of Split and included about 100 educators. Among other things, the research has included their previous experience of working with children with disabilities, competences in working with children with disabilities and their knowledge, the quality of their training, the readiness and availability of education and the working conditions provided to them. The results of the research indicate the guidelines for the improvement of formal education, the necessary knowledge and skills, the emphasis on the cooperation of experts and parents as well as the role of the director and the need to provide equipment, materials and working conditions, and emphasizes the purpose of work as empowerment of the educators themselves