In the conditions of general inclusion, it is essential to modernize the content and forms of school-family cooperation, because by implementing inclusive education, the school faces new issues, including students and parents in school life, getting a full understanding of children and providing them with appropriate support. Our goal is to present the existing forms of school-family cooperation and propose a new one based on the research done, contributing to increase the efficiency of that cooperation in the context of general inclusion. School-family cooperation helps parents understand children’s difficulties, develop their positive qualities, promote self-determination, develop common requirements, educational and upbringing goals, and facilitate the organization of teacher-parent activities. Based on our research, we identify a new option of cooperation “secret room” or “safe room” that promotes school-family interaction, designed to organize teacher-family cooperation in a unique way. It will serve the feeling of security of each family member, to trust professionals, to speak up about problems, to find solutions. Contributing to family-centered cooperation, work will be carried out with both the parent/s and all family members who have direct participation in the education and upbringing of a child with special educational needs, and in the development of personality. Full text …