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Modern higher education is transforming to create an inclusive environment that ensures equal opportunities. A crucial aspect of this process is training future special education professionals and increasing awareness among faculty, administrative staff, and students of other specializations regarding working with individuals with special needs. Limited knowledge of inclusive principles among faculty and staff can create barriers to the socialization and learning of students with special needs.

One approach to addressing this issue is integrating special education students into the activities of an exceptional educational and rehabilitation unit and/or a psychological and pedagogical support group within higher education institutions. This fosters their professional development, strengthens competencies acquired during training, and promotes inclusive practices among all participants in the educational process.

This study aims to identify effective mechanisms for integrating special education students into the support system of an inclusive educational environment and to substantiate the need for systematic professional development of university faculty, administrative personnel, and support staff in the field of inclusion. The research examines the process of preparing special education professionals within the framework of developing inclusive higher education.

The study is based on modern theories of inclusive education, professional training, and social adaptation. Methods include regulatory document analysis, surveys of students, administrators, faculty, and support staff, and a comparative analysis of international practices in implementing inclusion in higher education. A sociological survey assessed participants' awareness of inclusion, identifying key challenges and solutions.

Findings indicate that involving special education students in tutoring within specialized educational and rehabilitation units and/or psychological and pedagogical support groups enhances their professional skills, interdisciplinary collaboration, and the formation of an inclusive culture among students of other specializations. Such programs allow future professionals to apply theoretical knowledge in practice, particularly in working with students with special needs and promoting inclusive education principles among their peers.

Additionally, systematic professional development for faculty, administrative personnel, and support staff is essential for an effective, inclusive environment. A modular training model is proposed, incorporating continuous quality monitoring of inclusive education.

The study's practical significance lies in developing recommendations for establishing a tutoring support system where special education students assist their peers and implementing training programs for faculty and university staff in inclusion. The findings can inform higher education development strategies, foster an inclusive culture, enhance faculty preparation, and effectively engage all educational participants in adapting and socializing individuals with special needs.