This article presents the technology for organizing self-assessment in inclusive education in primary school. Authors consider self-assessment as a holistic process in which achievement of educational goals is realistic if based on the principle of SMART. The authors of the article pay special attention to the fact that the purpose of assessment activity is to control students' performance and to form adequate self-esteem in them, which is greatly influenced by the teacher.At the same time, self-assessment should contribute to a change in the relationship between all participants in the educational process, making it more open, since the self-esteem skills of a younger student make it possible to independently set goals and objectives, establish causes of difficulties, and carry out work to correct mistakes.