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This article presents the positive performance of the preschool for preschoolers with cerebral palsy and locomotor disabilities in terms of social adaptation for children with severe developmental handicaps, partner relationships with their families, and the development of inclusive competence in parents. The above issues are consistently discussed. Options for interaction between the modern family with a preschool age child and preschool educators are given. This article pays attention to the terms “social practice” and “social tests” as socialization options for preschoolers with disabilities. This article helps conceptualize problems emerging in inclusive education and recommends solutions. This aid is addressed to preschool and kindergarten educators, students of pedagogical universities, and students of the career development system.