Every child, regardless of their individual abilities or difficulties, must have equal opportunities to ensure their well-being. There are laws, constitutions, regulations and other documents from which the rights of children, the right to upbringing and education, and the right to the inclusion of children with special needs derive. Cooperation between the educational institution and the parents is necessary for the child's complete development. It contributes to ensuring continuity in upbringing and education and achieving the long-term well-being of all stakeholders in the process - children, parents and educators. It is not something that educators and parents can reject. Cooperation is legally binding because it is defined by the Act on early and preschool education (Official Gazette 57/22) and the Family Act (Official Gazette 49/23). It is also stated in the document National Curriculum for Early and Preschool Education (2014). The aim of this diploma thesis is to examine the attitudes of educators regarding cooperation with parents of children with special needs and the assessment of their competencies required for said cooperation. The obtained data indicate that there is no statistically significant difference in the teacher's assessment of the importance of cooperation with parents with regard to the level of education. The research confirmed the hypothesis that respondents with longer working experience demonstrate a higher level of competence for cooperation with parents. It was determined that there is no statistically significant difference in the assessment of competences for cooperation with the parents of a child with special needs with regard to the level of education. There is also no statistically significant correlation between the age of the respondents and their attitudes regarding cooperation with the parents of a child with special needs. The results of the research also show that educators greatly value cooperation as a challenge in their professional work. As far as competences are concerned, they estimate that they did not acquire the necessary competences during their formal education and that they are continuing their professional development in that area.