Aim. The article deals with the actual problem of the readiness of parents with children with disabilities and institutions of additional education for inclusive interaction. To show the peculiarity of the work of institutions of additional education in improving the system of work on the successful socialization and integration of children with disabilities into society, in other words, about the inclusion of a child.

Methods. Analysis of psychological and pedagogical literature, principles of inclusive education, observation.

Results. The theoretical substantiation for the role of institutions of additional education, in particular, carrying out inclusive practice, is given. Rehabilitation of a disabled child is unthinkable without the participation of the family. The correct attitude of the family to the child's illness is one of the factors of rehabilitation of an abnormal personality. The most important thing in working with the family is to teach parents and other family members to accept the child as he is, to sympathize with him, but not in the form of pity, but a constructive desire and willingness to create conditions that stimulate his mental, physical and emotional development.

Conclusion. For a long time, society divided children into ordinary (normics) and disabled (children with disabilities), who did not have the opportunity to receive full-fledged development and education on an equal basis with healthy children. And today this problem has not removed its relevance. An inclusive approach to this problem removes many questions. But, unfortunately, this issue has not been fully developed and requires closer attention to the problems of interaction between a family with a child with disabilities and the system of additional education.