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The article analyzes the features of inclusive education in educational institutions. Attention is focused on the fact that inclusive education involves building a learning system that meets the needs of each child, provides all children with psychological and pedagogical support that allows them to be successful and feel safe. Inclusive education aims to develop an approach to teaching and learning that is more flexible to meet the different educational and educational needs of children. Inclusive education covers not only the educational sphere, but also the entire spectrum of social relations: work, communication, entertainment. An accessible friendly atmosphere must be created in all spheres, the barriers of the environment and social consciousness must be overcome. The work defines the main values of inclusive education. A comparative analysis of the concepts “integration” and “inclusion” was carried out. The authors revealed the huge educational potential of inclusive education, analyzed the advantages and disadvantages of inclusive education. Based on the results of the research, substantiated conclusions and recommendations are presented, it is suggested to increase attention to the support service, equipment (inclusion in many cases involves changing the environment and materials), as well as to conduct additional work with all school employees.

The article is devoted to the research of the problem of organization of the educational process in the discipline «Physical Culture» in higher education institutions during the pandemic period. The aim of the article is to analyze and summarize the world research literature on the problem of research. It was found out: first, teachers and students faced technical difficulties; lack of educational resources; insufficient information literacy of teachers; the difficulty of implementing regular curricula online; secondly, these are psychological problems: in practical classes, traditional teacher-student communication has been replaced by student-computer-teacher communication; limited conditions for students to study at home and doubts about online physical education. But, despite the difficulties, the practice of physical education classes was as follows. In China, a mixed method of teaching physical education has been proposed – learning using an online course + push notifications of a public WeChat account, ie (synchronous and asynchronous learning). In Northern Macedonia, teachers used various forms, such as live online classes, recorded videos, student assignments, projects, or links to go. Weekly «movement diaries» were practiced in Hungary. In Italy, teachers were invited to teach through distance learning. In the US, SHAPE America has provided virtual online resources on health and physical education, #HPEatHome, including videos with theoretical and practical content. Teachers conducted online classes and performed one hour of physical activity daily. Teachers in Turkey read online courses through an educational information network called EBA, prepared by the Ministry of Education. Conclusions. The period of self-isolation, in world practice, has identified several types of distance learning that teachers have used to ensure the educational process of «Physical Education». This is synchronous and asynchronous learning, or blended learning. This is synchronous and asynchronous learning, or blended learning. Physical education teachers have gained a wealth of experience gained during the pandemic and can use it when they return to normal activities.

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