The main problem of the study lies in the fact that the implementation of inclusion principles in the educational environment is hindered by the insufficient preparedness of teachers, lack of resources, and inadequate adaptation of the learning environment to the needs of children with special educational needs (SEN). The purpose of the article is to identify the main challenges in introducing inclusive practices and to outline the prospects for their further development in educational organizations. Research methods include theoretical analysis of literature and regulatory documents, comparative analysis of inclusive education practices, and synthesis of existing experience. The results obtained reveal key barriers to implementing inclusion and identify promising directions for its development, including improving teacher qualifications, enhancing learning conditions, and expanding support for children with SEN. The practical significance of the study is that its findings can be used to improve the educational environment, develop teacher training programs, and introduce effective inclusive practices in schools.