Abstract
Currently, an inclusive education system is organized in the process of adaptation of children with special educational needs to the environment. This process is very relevant in the world and in the country. The main purpose of the article «interaction of family and school in inclusive education» is to establish close ties between parents raising a child with special educational needs and the staff of an educational secondary school, the organization of trusting and strong relationships with school teachers. The main subject participating in the inclusive education system is the child, the school staff and the parent. A parent is a person who occupies a special place in the education of a child with special educational needs, adaptation of the child to the environment. Psychological and pedagogical assistance to parents is organized by the school staff. The joint activity of specialists (teachers, psychologists, speech therapists, speech pathologists, social educators) has a huge impact on the development of the child. When conducting correctional and developmental classes, parents receive personal information about their child, special consultations are given for parents. Parents should take an active part in the correctional and developmental activities of the child, conduct repeated classes outside of school hours (fixing the studied material at home, medical treatment).