This article scientifically analyzes the pedagogical foundations of the formation of practical skills in household appliance service in the context of inclusive vocational education - that is, in an environment where students with physical, sensory, intellectual or social needs are taught together. The article examines the legal foundations of the inclusive approach, differentiated educational technologies, a system of adapted practical tasks and the application of universal design principles to household appliance repair activities. The real results of the formation of professional skills in an inclusive environment are presented based on the experience of the Fergana ICHSHUI special technical school.