Abstract
<jats:p>The research aims to provide a theoretical and methodological substantiation of inclusive practices in the professional training of future teachers for working with students with disabilities. The article presents an analysis of regulatory and legal documents that characterize inclusive education as a strategic priority for the development of modern society, alongside key areas of pedagogical training for working with students with disabilities. The work includes an analysis of scholarly research on the professional preparation of future teachers for inclusive education and the implementation of inclusive practices in the educational process. Furthermore, the study examines the content of the “inclusive practice” concept, clarifies the definition of “a future teacher’s readiness to work with students with disabilities”, and substantiates theoretical and methodological approaches to fostering this readiness through inclusive practices. The scientific novelty of the study lies in the systematization of a practice-oriented complex of inclusive practices that integrates the motivational-value, cognitive-activity, and reflexive-evaluative components of a future teacher’s professional readiness. The article describes the results of an experimental study that identified deficits in teacher training, defined and implemented organizational and pedagogical conditions for incorporating inclusive practices into the curriculum, and evaluated their effectiveness through a comparative analysis of results from the baseline (diagnostic) and final (control) stages of the research.</jats:p>