This study aims to examine the relationship between parental involvement and social skills of students with SEN in the inclusive elementary primary. It also examines student factors, namely gender, types of disability, and level of impairment that can affect a student’s social skills. Participants were 365 parents of students with Special Educational Need (SEN) in inclusive elementary school. Parental involvement was measured using the Family Involvement Questionnaire. Students' social skills assessed using the Social Skills Improvement System. This research uses the quantitative method and correlational non-experimental design. The results showed that parents' involvement was significantly related to the social skills of students with SEN. It means that the more parents are involved in education, the higher the social skills of the children will have. In regards to demographic variables, only gender of children that can affect children’s social skills.