Inclusive education is one of the contemporary educational trends that many countries strive to implement, based on international conventions and scientific progress. This type of education is not just a new pedagogical concept but a fundamentally new approach to education based on the principles of democracy, equal opportunities and social justice. Schools still face challenges in implementing the principles of inclusive education in educational practice. There are noticeable difficulties related to the role of leadership, teachers' professional skills, and a lack of preparation for a multicultural and multilingual environment. Teachers play a key role in implementing the principles of inclusion in schools: their preparedness, pedagogical attitudes and ability to plan and organise educational processes directly determine the quality of inclusion. It is therefore necessary to focus on the planning and organisation of processes to ensure quality education for every student. It is essential to study the situation of teachers of English as a foreign language because they face unique inclusion challenges, especially when working with students with diverse needs in language education. Furthermore, English lessons often become a medium in which cultural and linguistic diversity is particularly evident, so it is essential to understand how teachers plan and organise their teaching to ensure the inclusion and success of all students. In response to the above arguments, the study aims to analyse in detail the approaches to planning and organising pedagogical activities used by English teachers in implementing the principles of inclusion and the possibilities for improvement.

A questionnaire survey was used to collect data, the structure of which is based on the inclusive education model. The study involved 200 foreign (English) language teachers from various general education schools in Lithuania. The sample was selected using a convenience sampling method. Descriptive statistics and statistical methods were used to analyse the data.

Summarising the results of the study, it can be stated that English language teachers, in implementing the principles of inclusion, apply approaches of personalised education, cooperation and promotion of positive behaviour, but these approaches are limited by managerial and structural factors: a shortage of specialists, excessive workload, and a lack of methodological support and administrative support. Successful practice requires resources, time planning and a sustainable culture of cooperation. The study results showed that effective planning and organisation of teachers' activities positively impact student engagement, collaboration and achievement monitoring. This means that teachers' planning and organisational approaches act as a strategic tool for implementing inclusion, structuring the learning environment for student engagement, cooperation and progress monitoring. Teachers' managerial competences become a prerequisite for purposeful educational dynamics – they enable the systematic coordination of teaching content, social interaction and achievement assessment, thus creating the conditions for a personalised, inclusive and emotionally safe educational process. This process supports academic progress and acts as a preventive factor in behaviour management.

Keywords: Principles of inclusion, planning of education, organisation of education, language teaching.