Abstract
The aim of this paper is to review and analyze the characteristics of the longterm development process of inclusive physical education in preschool institutions, primary and secondary schools. The work indicates the specifics of inclusive practice for teaching physical education. Using the method of theoretical analysis and the technique of content analysis, the documents regulating the development of inclusive educational practice in our country were reviewed and analyzed. The paper reviews previous research in the field of inclusive practice in physical education, with a special focus on the bearers of pedagogical practice in teaching - educators, teachers and professors of physical education. It is emphasized the necessity that, for the needs of training staff for future pedagogical professions, and also for teaching physical education, initial academic education should provide knowledge in the field of inclusion. Likewise, it is necessary to provide continuous education in the field of inclusion for employees at all levels of education and training, including teachers and professors of physical education.
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