The most effective approach to teaching students with disabilities, according to world practice, is inclusive education. Currently, the state provides people with disabilities with the creation of favorable conditions for receiving education, however, despite the measures taken, adaptation in the process of professional development is a complex multi-stage and lengthy process, which includes a number of difficulties and problems, such as a high pace of learning, constant implementation of educational programs with new forms of assimilation and control, increasing the psychological and intellectual load of students, which in turn leads to the formation of unfavorable emotions, deterioration of the functional state, and a decrease in the quality of student performance results. To date, in the process of implementing an inclusive approach, the domestic education system has faced a number of problems related to both psychological, pedagogical and material and technical aspects. The article presents the most common problems that arise when introducing inclusive education according to domestic and foreign research data, and provides suggested solutions.