The article “Methodological Foundations of School–Family Pedagogical Cooperation in Inclusive Education” explores the theoretical and methodological basis of effective cooperation between schools and families in the context of inclusive education. The study emphasizes that inclusive education cannot be successfully implemented without systematic and purposeful collaboration between teachers, parents, and educational specialists. The article analyzes inclusive education as a learner-centered approach that ensures equal educational opportunities for all children, including those with special educational needs. Special attention is given to the role of the family as the child’s primary social environment and the school as a key educational institution responsible for academic, social, and emotional development. The author argues that coordinated actions between school and family create a supportive environment that positively influences the child’s learning outcomes and social adaptation