The problem of training teaching staff from veterans of the special military operation to work with children with disabilities (using the example of the subject "Fundamentals of security and defense of the Homeland")

Objective. The purpose of this article is to analyze and describe the current state of preparedness of special military operation veteran teachers for pedagogical interaction with children with disabilities in the context of teaching the subject "Fundamentals of Homeland Security and Defense." Methodology and Methods. This article was written using methods such as analyzing regulatory documents, summarizing theoretical materials, and analyzing practical experience. The research methodology was informed by conceptual principles of special education and psychology, inclusive approaches to education, and professional training of teachers. Results. The article reveals the current state and challenges of preparedness of special military operation veteran teachers to work with students with disabilities in the context of teaching the subject "Fundamentals of Homeland Security and Defense" within the context of implementing inclusive approaches that involve co-educating children with disabilities with children without such disabilities. The article identifies the deficits associated with this type of preparedness, and suggests ways to overcome these problematic tendencies.