The article analyzes the role of inclusive education and the relevance of creating an inclusive educational environment in educational institutions. The fundamental difference between inclusive education and traditional education is indicated, which consists in adapting the environment of the educational institution to the needs and capabilities of each child. Instead, in the conditions of traditional education, each child must adapt to the conditions of the school environment. Therefore, it was established that an inclusive educational environment is a set of conditions that contribute to the joint learning of all students of education and make it possible to take into account the possibilities and needs of the latter as much as possible. Based on the analysis of scientific sources, the structure of an inclusive educational environment (spatial-subject, content-methodical, communicative-organizational, etc. components) is presented. The principles on which the effectiveness of the formation of an inclusive educational environment depends are described (early inclusion of a child with special educational needs, such child receiving corrective assistance, forming a flexible individual educational route for him, the priority task of a child with special educational needs in a mass educational institution is his socialization, teamwork, which involves close cooperation of teachers, specialists, parents, etc.). The conditions for the formation of such an environment are named. Difficulties and obstacles in the formation of an inclusive educational environment are indicated (normative-legal, financial-economic, organizational-methodical, socio-cultural). Specific ways of overcoming certain problems of forming an inclusive educational space in primary school as the first level of full general secondary education are proposed (ensuring unimpeded access of all students, including those with special educational needs, to all school infrastructure facilities, ensuring the strong personnel potential of the educational institution, the use of appropriate pedagogical tools in working with schoolchildren, in particular, innovative technologies, ensuring the subjectivity of all participants in the educational process, giving them the opportunity to change and rebuild the inclusive environment of the educational institution).

У статті проаналізовано роль інклюзивної освіти і актуальність формування у закладах освіти інклюзивного освітнього середовища. Констатовано, що таке середовище є сукупністю умов, які сприяють спільному навчанню усіх здобувачів освіти та уможливлюють максимально враховувати можливості та потреби останніх. На основі аналізу наукових джерел подано структуру інклюзивного освітнього середовища, принципи, від яких залежить ефективність його формування, умови формування такого середовища. Вказано на труднощі та перепони формування інклюзивного освітнього середовища. Запропоновано конкретні шляхи подолання окремих проблем формування інклюзивного освітнього простору у початковій школі як першому рівні повної загальної середньої освіти.