The article presents data on a social project on inclusive design aimed at creating products for children and adolescents with disabilities, parents and teachers under the guidance of professional designers. The definition of inclusive design is given and its principles developed by the professional community are given. The choice of an educational toy as a subject of inclusive design is substantiated. The difficulties of interaction between project participants at each stage of work are presented. The conclusion is made about the social significance of inclusive design with the involvement of people with disabilities and their parents in the actions to create a product.