The preschool inclusion group unites the different children different from each other. In the course of joint education there is a danger of isolation of children with features of psychophysical development from the basic collective. As a result such children have the barriers to interfere an establishment of normal contacts to others. However at children with the limited possibilities it is observed not only narrowing of speech practice, but also failure in a situation of interpersonal dialogue and interaction. To number of the most general widespread difficulties arising at dialogue of children with limited possibilities, mutual misunderstanding of partners in dialogue or a semantic barrier, and also barriers of shame, fear and suffering, fault and the superiority are allocated. Formation of communicative behaviour admits as a work component on socialisation of children. Acquisition of communicative abilities is considered as a way of smoothing of consequences social and sensory deprivation. With the account above the named problems, at the initial stage of the adaptation of children with special needs and without deviations in development to education conditions into inclusion group methods of an attraction for formation of attachments, emotional acceptance each other and reflexions, and also special employment on overcoming of difficulties in dialogue were widely used. As a whole the author legally asserts that in groups of inclusive education the establishment of good and kind relations between usual children and children with features of psychophysical development appreciably depends on a correct staff position and pedagogical skill of the tutor.