This article discusses the main aspects of the work of  pedagogical and psychological support of children with special educational needs in an inclusive environment and the criteria for improving the quality of their services during the transition from a medical model to a socio-educational model. For this, a survey was conducted among specialists from the offices of psychological and pedagogical support, the questions were formed in blocks and moved step by step from general questions to the regulatory and practical block, to curricula and materials. Based on the results of the questionnaire, the following criteria for improving the quality of the work of the  psychological and pedagogical support  in schools were determined: to form an adaptive model of the educational process in an inclusive environment; creation of special conditions for children with special educational needs; peer support in realizing the potential of children with special educational needs; development of legislative acts of an organizational nature in the field of inclusive education. The formation of an adaptive model of education in an inclusive environment and the creation of special conditions for children with special educational needs allows children with special educational needs to realize their potential and will allow them to receive education according to their capabilities and potential. Peer support allows them to be included in society and create a more humane society. At the same time, on this path, there is a lot of work to be done on the organization of inclusive education at the legislative level.