The article is devoted to the problem of studying the communicative behavior of healthy preschool children and their peers with disabilities in the process of dyadic interaction. It is noted that the behavior of preschoolers is characterized by a variety of emotional manifestations due to the motivation of both mutual acceptance and rejection of peers. We show that after a special communication training for the participants, their behavior undergoes significant changes. The most significant factor of such a behavioral dynamics was the emergence of a partner position among preschoolers, with main components of which being: a motivation for cooperation as the basis of play, the strategy of cooperation as a kind of labor division and active verbal communication that marks the emergence of a genuine dialogue between children. These reactions are considered as the basis for the effective integration and inclusion of children with disabilities into society as a factor of the most important moral and ethical value at the current contradictory stage of social development. Particular attention is paid to the consideration and characterization of the levels of dialogue that occurs between children with different health capabilities in the process of their dyadic interaction.