Bilous OlenaShcherbyna Svitlana2026-02-122026-02-122024-12-273041-2196 (print)3041-220X (online)https://ir.duan.edu.ua/handle/123456789/6547The publication is devoted to highlighting the main aspects of training future teachers to work in the conditions of an inclusive educational environment. In the training of teachers, it is emphasized that it is important to overcome a number of contradictions that significantly inhibit active changes in the domestic educational environment. The purpose of the article is to define the relevant aspects of preparing future teachers for work in an inclusive educational environment and to explore the characteristics of adaptive games in working with students with special educational needs. The study employed methods of analysis, analogy, concretisation, and systematisation. Currently, society perceives the implementation of inclusion in the institutional system rather caut iously, which is manifested in the non-acceptance of the model according to which children with special educational needs (SEN) have the right to receive education (either in specially created inclusive classes or in classes where ordinary students study), and provision of pedagogical patronage if necessary. The number of children with SEN, as well as inclusive classes, has increased significantly, which calls for society’s tolerance of children of this group, as well as a change in public opinion regarding their education and socialization. Another feature is the requirement to use innovative methods in the education of students with special needs, as well as taking into account the fact that future teachers at the level of competence should develop knowledge about the patterns of physical and psycho-emotional development of a person, since the classification of pupils with SEN into one or another nosological group puts forward appropriate requirements for modelling educational discourse taking into account speech activity, and the specifics of communicative activity. The publication provides a general method of work of teachers with students with autism on the development of communication skills (continuous communication; the requirement for the gradual complicat ion of linguistic communication, since in communication the task of the teacher is not the active development of communication skills and the development of a culture of pronunciation and speech, but the encouragement to communicate and develop speech activity in a way which is gradual and manageable for the student). The sensory maxim is taken into account, the actualization of which makes it possible to use stereotypical games as a basis for developing adapted games for students with SEN. Using the example of an adapted game for students with SEN (preschool and primary education) demonstrated the peculiarities of the application of traditional methods in the conditions of an inclusive educational environment in view of pathological features in the physical (physiological and medical-biological indicators) and psycho-emotional development of students. In the preparation of future teachers for pedagogical activities with students with SEN, the specifics of the sensory system should be taken into account, which manifests itself in the sharpening of attention to this or that synesthetic component. The game activity of students with SEN enables the gradual development of communication skills, and also promotes psycho-emotional balance. In conclusion, implementation of the methods based on medical and physiological indicators while working with students with SEN will make it possible to modify the currently established defect-oriented approach in an inclusive educational environment to a person-oriented one. Taking into account the medical and biological indicators and the psycho-emotional state of students with special educational needs, the implementation of adaptive active games in physical education will contribute to achieving psycho-emot ional balance and overall physical development of the body.otherпідготовка майбутніх учителівзаклади загальної середньої освітиінклюзивне освітнє середовищеучні з особливими освітніми потребамидефектоорієнтований підхідособистісно зорієнтований підхідадаптована граадаптивне фізичне вихованняtraining of future teachersinstitutions of general secondary educationinclusive educational environmentstudents with special educational needsdefect-oriented approachpersonoriented approachadapted gameadaptive physical educationArticle