Introduction. The development of inclusive higher education in the world community takes place through various models: desegregation, mainstreaming, integration, and inclusion. The latter is focused on reforming the higher school, creating an accessible educational environment, and developing an inclusive culture at higher educational establishments – which contributes to the actualisation of educational needs of all learners without exception, including those with disabilities and health limitations. The purpose of the study is to identify the specific features of the realisation of inclusive higher education models. Materials and methods. To identify the development features of inclusive higher education, the authors undertook a systemic analysis of the monitoring prepared by the Resource Educational and Methodological Centre for Education of Disabled Persons and Persons with Disabilities under Moscow State University of Psychology and Pedagogy within the period from 2022 to 2023. A total of 34 pedagogical universities of the Russian Federation took part in the monitoring of inclusive higher education. The authors conducted a pilot study in the Republic of Kyrgyzstan, which involved 100 students aged from 18 to 24 studying at higher educational establishments. The methods of mathematical statistics involved frequency analysis. KEYWORDS Results. The analysis revealed an increase in the number of applicants with disabilities willing to get higher education as the main factor contributing to the development of inclusion in higher education in Russia and Kyrgyzstan. In the 2022-2023 academic year, a total of 47,479 students graduated from pedagogical universities. Of them, 498 (1.1 per cent) were graduates with disabilities. In 2023, the number of graduates with disabilities who found jobs was 299 (60%); of them 249 persons (83.3%) were employed in their specialities (Russian Federation). Conclusion. The analysis and selection of the best practices of inclusive higher education in Russia and abroad based on the modelling technique can be introduced to identify effective and innovative methods of training and education in a learner community, which ensure the transition from the integration model to the inclusion model. The research revealed that, when implementing the inclusion model, special attention should be paid to forming due activities and the realisation of university students’ and teachers’ own experience in domain-specific project-based learning.