The topic of the research covers socio-pedagogical problems of formation of significant parental competencies required for effective development of children with disabilities, including intellectual impairment and multiple types of mental deficiency (moderate, severe, profound mental retardation – F 71, 72). This article is the review of the parental competence structure and its distinctive features, it defines the characteristics that lead to deformation of competency comprising rejection of a child with developmental difficulties, hyperprotection, misunderstanding the patterns and uniqueness of personal development of children with special health needs, the narrowness of the applied influencing methods, and analyzes the conditions for guiding parents raising children with disabilities. A few conditions are highlighted among the main terms. They cover the support in understanding the level and state of parental knowledge, pedagogical and psychological competence; and the professional culture of team interaction of all subjects included in the educational process of the educational organization. The importance of persistent accompaniment as the basis for modeling the parental competence is substantiated in the research.