The article examines the special place and role of parents of students in the implementation of inclusive educational programs in general education schools, the problem of their attitude to inclusive education of children with disabilities as a pedagogical innovation. Despite the fact that at present the necessary conditions for the development of inclusive education have been created in the domestic system of general education, it is noted in mass pedagogical practice that it is still poorly developed. Empirical evidence proves that one of the reasons is the attitude of parents to inclusive education. It is noted that the negative or indifferent attitude of a certain part of parents to inclusive education hinders the productivity of the aspirations of the school staff and teachers to implement inclusive educational programs. The analysis of the works of foreign, Russian and domestic scientists on the issues of inclusive education and cooperation of the family with the school is carried out. The author identifies and analyzes the approach and attitude of parents to inclusive education. The analysis of the research results revealed the factors contributing to the weakening of the educational role of the modern family. The pedagogical conditions for the formation of a positive attitude of parents to inclusive education and the achievement of real support for inclusive education are determined. The benefits of inclusive education are revealed not only for children with disabilities, but also for other students. The psychological and pedagogical conditions for the formation of a positive attitude of parents to inclusive education are comprehensively defined and described.