Abstract
The article highlights and discusses the successes achieved in the process of establishing inclusive education, the ways to overcome the obstacles, the importance of the role of the parent in the process of inclusive education of children with SEN, issues related to the implementation of family and school interaction, options for different forms and methods of school work with parents. The attitude of parents towards inclusive education has been studied, a conclusion is drawn about the insufficient development of professional abilities and skills of teachers and the low level of psychological and pedagogical knowledge and skills of parents. Attention is drawn to the development of the educational abilities of the family, the implementation of the process of acquiring pedagogical knowledge of parents, the need for targeted support to parents by specialists of educational institutions. Effective ways of organizing pedagogical cooperation between school and family and new opportunities for organizing inclusive education have been revealed, strengthening pedagogical cooperation between school and family.
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