The issue of inclusive education is one of the most pressing challenges in Kazakhstan’s educational system. In recent years, a significant number of studies and scientific works have been carried out in this field. However, many problems remain unsolved, one of which is the organization of physical education lessons in the context of inclusive education.

Teaching and organizing the learning process in an inclusive environment involve certain specific features, which are particularly evident in physical education classes where concrete methodological guidelines are required. Many children with special educational needs (SEN) do not actively participate in these lessons, mainly due to teachers’ insufficient methodological readiness to work in this area. Within the framework of this study, international practices were analyzed, their strengths and weaknesses identified, and practical recommendations were proposed. These findings were reflected in the authors’ work titled “Methodological Recommendations for Organizing Physical Education Lessons in the Context of Inclusive Education.”

The research aimed to test these methodological recommendations in practice and evaluate their effectiveness. For this purpose, several physical education teachers from Pavlodar city were invited to apply the proposed recommendations during their lessons and participate in the study. At the initial stage, interviews were conducted to collect teachers’ opinions on the issue under consideration. Following the trial implementation of the methodological recommendations, a final round of interviews was held, and the teachers’ feedback was analyzed.