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The article deals with the issue of enhancing the educational correctional competence of parents who have children with special educational needs. The author reveals the rationale behind it and identifies the challenges that organizing cooperation between preschool educational institutions and the family involves. Author examines the terms and conditions of parents’ participation as legal representatives in educational activities. The articles lists types of educational activities aimed at implementing the pre-school educational program in line with the professional standards. It provides research data which helps to identify four scenarios of parents’ response to the news that their child has developmental issues. The article gives a brief description of parents’ possible reactions to experts’ conclusion about their child’s special development or health limitations. The author describes different levels of parental motivation and their willingness to cooperate with experts. Author also provides some insights into why parents are little motivated to actively participate in the pedagogical correction process. The article gives guidelines for interaction with the family of a child who has speech disorders. It provides references to literature on planning cooperation between a preschool and a family that has a child with speech disorders.