Physical education in the realization of educational inclusion of students with disabilities as a result of war

The article deals with the issue of educational inclusion of students with disabilities as a result of war. The purpose of the work is to identify the potential of physical education in ensuring the educational inclusion of students with disabilities as a result of war in higher education institutions. Research methods: theoretical analysis, systematization, comparison, generalization. Results. It has been found that inclusive physical education is a relatively new direction in the national system of education and science, which studies aspects of physical education of persons with disabilities, such as teaching strategies, equipment, environment and assessment and their adaptation to the needs of all students. It has been found that an inclusive educational program is based on the philosophy that every student with a disability due to war with physical or psychological illnesses, without exception, receives quality physical education. It is substantiated that the implementation of educational inclusion of students with disabilities as a result of war requires the substantiation and creation of effective technologies of inclusive physical education, organized based on modern general scientific and special technologies of theory, methodology and practice of physical culture that would provide a high level of physical activity, overcoming health disorders in students with disabilities as a result of war as subjects of the educational process, optimizing the process of adaptation of such students in the environment of the educational institution and achieving As a result of the research work, the current trends in the formation of an inclusive model of physical education for students with war-related disabilities in higher education institutions based on foreign practices in the projection of new domestic educational paradigms were highlighted. Conclusions: Physical education in ensuring educational inclusion for students with war-related disabilities in higher education institutions is implemented based on the principles of tolerance, impartiality and non-discrimination in this process and educational segregation of students with war-related disabilities and limited physical capabilities.