An increasingly common theme in contemporary pedagogy is the socialization of children with disabilities. The inclusion of children with disabilities in regular educational programs is of great importance for the progress of children with disabilities, but also for the progress of the whole society. The UN adopted the Convention on the Rights of the Child in 1989, and the Republic of Croatia signed it in 1991. According to the UN Convention on the Rights of the Child, every child has the right to education, and under the UN Convention on the Rights of Persons with Disabilities, signed by Croatia in 2007, persons with disabilities and persons with disabilities have equal access to education. Today's educators face a number of obstacles and challenges as they are expected to adapt educational programs to children of different competencies, talents and developmental disabilities, and such requirements include highly qualified educators. One of the main prerequisites for successfully meeting the needs of all children and children with disabilities is vocational training and additional training of educational staff. In addition to professional training of employees, another prerequisite for successful inclusion is the positive attitude of educators and other participants in the education process. The positive attitude influences the quality of work with children with disabilities, but also their socialization, which is one of the important factors of inclusion. In order to make successful inclusion of children with disabilities in regular education programs one of the main factors is cooperation with the family. It is crucial for the educator to get to know the family and the family situation in order to know how to approach the child. If mutual communication is established, the child's progress will not be absent. Although the inclusion process is increasingly advocated in the educational system, inclusion itself should not be construed as a complete abolition of social educational institutions, but rather as a process of better inclusion with mainstream educational institutions. With this research we tried to examine the sociometric position of children with disabilities in regular kindergarten groups, as well as the sociometric position of children of regular development in the group.