Professional training of students for physical education in an inclusive educational environment

The article addresses current issues related to the professional training of future specialists to work in an inclusive educational environment within the framework of the New Ukrainian School concept. It is emphasized that physical education serves as an essential tool for the social, physical, and psychological integration of children with special educational needs (SEN), and thus requires teachers to possess specific knowledge, skills, and readiness to adapt the educational process accordingly. The authors analyze theoretical sources, the regulatory framework, and recent research in the field of inclusive education. The article presents the results of a survey conducted among students of various pedagogical specializations at Lutsk Pedagogical College, assessing their level of preparedness for inclusive physical education. The study identifies key challenges, such as insufficient methodological training, psychological unpreparedness to work with SEN children, limited practical experience, and a lack of specialized equipment. The article proposes ways to improve students’ training, including the integration of adaptive physical education into curricula, the organization of interdisciplinary training sessions, practical placements in inclusive educational institutions, and professional development for university instructors. The authors conclude that a systemic approach to developing students’ inclusive competence is essential. Prospects for future research are outlined, focusing on the development of effective models for the professional training of educators in inclusive physical education.