Abstract
This paper examines the critical gaps in inclusive education, with a particular focus on the training of specialists in the psychological and educational support of children with disabilities. Despite advances in inclusive practice, there remains a significant shortage of adequately trained professionals to meet the diverse needs of these children. Through a comprehensive review of current literature and innovative training methods, this study highlights the effectiveness of multidisciplinary approaches and the integration of technology in enhancing professional competencies. It also examines case studies from different educational settings to demonstrate practical applications. The findings suggest that a holistic and adaptive training framework, including theoretical knowledge, practical skills and emotional intelligence, is essential for effective inclusive education. The study concludes with recommendations for policy makers, educators and training institutions to address these gaps, emphasising the need for continuous professional development and a collaborative approach to support inclusive education for children with disabilities. The objective of this study is to identify key challenges and propose evidence-based strategies for improving the professional training of specialists in inclusive education. The methodology involves a systematic review of recent academic and policy sources, along with case analysis from diverse educational contexts to ensure a comprehensive understanding of current practices and outcomes.