This paper is devoted to the problems of inclusive education in terms of training professional communication in English. The objective of this paper is to study and analyze specific features of inclusion from a methodological perspective. The authors sum up various approaches to the definition of inclusion and reveal that the main requirements to the teaching staff include professional attributes, competence and some general criteria. All this can significantly affect the process of teaching handicapped students. Language training syllabus components are also taken into consideration, the described teaching strategy represents an antipode of traditional educational form called “flipped classroom” pedagogical technique. The authors study the technique application from different angles showing advantages and disadvantages that are intrinsically linked with the issues of teaching quality improvement. All the above mentioned proves the fact that foreign language teaching within the framework of inclusive education has to represent the form of componential complimentarity interconnected with the professional language theory towards individual needs and the system of values of the handicapped students.