As a general acceptance, inclusion has been associated with children with disabilities or those that have special educational needs. Our intention is to promote the communication in the context of inclusion of children with special educational needs, a premise for children with higher risk of exclusion (orphans, abandoned, suffered violence, gifted, etc.). In this article we have analyzed the barriers encountered during implementation of inclusive education, proposing concrete solutions to optimize the communication process from the perspective of social interactivity. Although, definitions given to communication are many and varied, more or less all of them target the following elements: transmitter, receiver, message, channel (transmission method) and of course the result, from which the actual investigation has started. One of the research’s assumptions is that didactic communication is the primary form of educational communication, a complex process seen as a sine qua non condition for a successful implementation of inclusive education in the society. The steps taken to prevent and eliminate the dysfunctions in didactic communication, adjustment of methods of intervening to the specifics of concrete situations, stimulation of usage of adequate communication forms, also the promotion of methods based on cooperation and collaboration will ensure the adaptation of children with special needs and educate a cognitive, affective and attitudinal society.