Abstract
This article examines the scientific and pedagogical foundations of the digital transformation of the inclusive education process in primary schools. The relevance of the study is justified by the increasing number of children with special educational needs (SEN) and the lack of technological solutions for their adaptation into the general educational environment. Within the framework of the article, authorial and scientific definitions of the concepts "inclusive education", "digital pedagogy", and "SEN student" are provided, and their interrelation is identified. In the course of the study, a survey was conducted among primary school teachers, and the reasons for the exclusion of children with special needs from the educational process were analyzed. Furthermore, the didactic capabilities of digital platforms such as Voice Dream Reader, ABCmouse, BilimLand, and Nearpod were analyzed, and their effectiveness in developing students' cognitive and communicative skills was proven through international experience. The article concludes with methodological recommendations for the systematic use of digital tools in inclusive classrooms. The research results are offered as a practical tool for primary school teachers and teacher assistants. These recommendations contribute to the individualization of learning, increased accessibility of education, enhanced learning motivation, the development of personalized learning pathways, strengthened parent-teacher communication, improved digital competence of educators, the provision of equal opportunities in inclusive settings, sustainable improvement of educational quality, data-based monitoring and evaluation, as well as support for students’ socialization and smoother adaptation.