In response to the emphasis on family-school collaboration in education and the high-quality development of inclusive education in China, practice-oriented problem-solving approach and blended learning model have been introduced in the reform of practical courses to help students bridge their inclusive education learning with practical skills. Through students designing and practicing their educational solution for communities and families, they learn to collaboratively work with families of different backgrounds and communities of multi-culture, to provide supportive and personalized education assisted by technology for children who have special needs. A diversified process-oriented evaluation method is adopted to ensure the process quality of students’ practice. Improvements in organizing inclusive activities and digital teaching capabilities were found in student educators, and the goal of building an inclusive family-school collaborative education was achieved.