Children with development difficulties are children in the need of permanent special educational needs. The highest pedagogic degree of connecting children with development difficulties with population that develops normally as in the context of education is inclusion or inclusive education. It means respecting children with development difficulties on a higher level and treating them accordingly like equal participants in the educational process. It also ensures that all children have equal positions and development opportunities. In the process of giving children with development difficulties better upbringing and education the participants are important as well. That what inclusion provides for children with development difficulties is already insured by the Universal Declaration of Human Rights, the Convention on the Rights of the Child and other legal and legitimate documents. This paper also shows the history of societies relations towards people with difficulties, or path to inclusion. Children with difficulties were once deprived, placed in special institutions and isolated from the rest of society, given that there has come to the understanding of inclusion it should not be a problem today, but there still are institutions which are intended for children with development difficulties. Although they are involved in many activities outside the institution by looking in their upbringing and education they are isolated from their peers. Thereby that essential right of a child to education, in this case inclusive education is being put in question of respect.