In this article the author proves relevance of application of the adventure as effective pedagogical tool of the 21st century, including in inclusive education. As a methodological basis is the concept of social education of professor A.V. Mudrik, namely the idea of balance of adaptation and autonomism of the person in concrete society. The adventure is represented as the education method which stimulates processes of self-knowledge, self-affirmation, self-determination and self-realization of the child. The author defines an adventure as a situation of interaction of the child with the world and by itself in which he subjectively experiences novelty and force of external circumstances. The researcher pays attention to the principles of design of an adventure for education of teenagers, relies on the ideas of safety, openness, optimism, uniqueness, inversion, cultural analogy. In the text features of children of different age, the reason of their interest in an adventure are analyzed.  The adventure is considered as a method of the group work with teenagers in inclusive education. The author represents specifics of the adventure in work with children's collectives which exist short and long periods. When the researcher speaks about application of the adventure in inclusive education, he analyzes features of this process, his additional potentials for development of the child limiting requirements.