The issue of professional training of physical education and sports teachers for work with children with disabilities

The purpose of the study is to examine the changes in the training of physical education teachers in the context of inclusive education during the period from 2016 to 2025, and to identify the main problems and promising directions for development. Research methods and organization. To obtain objective data, both quantitative and qualitative methods were employed, allowing for the assessment of change dynamics and the identification of key issues. The study took into account educational standards, professional development programs, as well as the opinions of teachers and experts in the field. The following methods were used for analysis: comparative analysis of professional development programs implemented in different years; surveys of physical education teachers working in inclusive schools (R. K. Merton's methodology); qualitative interviews with teachers, methodologists, and parents of children with disabilities; and the expert evaluation method. Research results and conclusions. Analysis of the professional competence of physical education teachers within the framework of inclusive education from 2016 to 2025 has shown that the teacher training system has evolved significantly. However, methodological, psychological, and material issues persist, requiring a comprehensive solution. Moving forward, it is important not only to improve teacher training programs but also to create conditions for the comfortable work of educators in an inclusive environment.