The purpose of the article is to clarify the main aspects of teaching English in Ukrainian institutions of higher education in the context of inclusive education, and to evaluate the forms, methods, and techniques used in English classes to teach students with special educational needs. The authors employed the following scientific methods during the writing process of the research: analysis, synthesis, deduction, and induction. The results show that higher education teachers are required to handle a range of tasks that include teaching English to students with special educational needs. They are: developing individual educational programs, adapting teaching materials and methods according to the cognitive abilities of students, and creating favourable conditions for their socialization. The article notes that students with hearing impairments benefit from the use of special visual techniques mnemonics, and frequent repetition to enhance memorization. The use of tables, graphic materials, and comic strips aids in the cognitive processing of information for these students. For students with visual impairments, it is recommended to incorporate audio materials such as audiobooks, music, and videos, which help develop phonetic skills and improve vocabulary acquisition. Special emphasis is placed on the effectiveness of the Pimsleur method, which focuses on listening comprehension and sentence construction to enhance speech activity. Students with intellectual disabilities encounter significant challenges in learning grammar and syntax, necessitating the use of specialized didactic games and adapted tasks tailored to their developmental level. The article also underscores the importance of interactive teaching methods, such as pair work, group activities, role-playing games, and discussions. These methods not only improve the communication skills of students with special needs but also support their socialization, the development of organizational and leadership skills, and their successful integration into the educational process. The conclusions state that an individual approach, the use of modern technologies, and interactive methods are important for the effective teaching of English to students with special educational needs.