This article examines the issues of the experience of family-centered care, consisting of several factors that led to the emergence and development of care as a separate area of professional activity. First of all, it is a movement of parents for the rights of children with disabilities. Along with other circumstances, it will lead to a change in attitudes towards supporting these children and will serve as an impetus to develop the essence and essence of a family-centered understanding, which is based on the position that the most effective environment for raising any child is his family. This position is confirmed by the author's research, which was implemented by diagnostic and advisory activities. The purpose of the study is to develop the interaction of parents with their children and to identify their level of psychological and pedagogical competence. To this end, diagnostic work was carried out in the form of a survey of parents (mainly mothers) of children with developmental disabilities to identify the level of psychological and pedagogical competence and willingness to cooperate with specialists in supporting the child's family. The questionnaire consists of 20 questions, which, according to their purpose, were conditionally divided into three blocks: informational (the history of the child's development), evaluative (communication features), practical (the competence of parents in the implementation of psychological and pedagogical assistance). When calculating the obtained research data, a standard mathematical calculation method was used, as well as a graphical representation of the results. The results of their own research show that the parents under test could not accept the situation of deviant child development, they experienced deep stress due to the fact that their child lagged behind his peers in his development, but hoped only for specialists, and did not consider their participation in the pedagogical process in any way. In other cases, parents accepted and understood their child's problems and were ready to actively cooperate with specialists, but for them a necessary condition was step-by-step learning to communicate with their child. Based on the existing level of theoretical knowledge and taking into account the results of the experiment, determine the prospective tasks of working with parents of children with disabilities to form psychological and pedagogical competence.