Introduction. The article addresses the need to develop reflective skills in prospective primary school teachers, driven by the shift from formal integration to genuine inclusion. The study aims to provide a theoretical rationale and develop a structural-functional model for developing reflective skills in prospective primary school teachers in an inclusive context: methodology and methods. The study uses analysis, synthesis, generalization, and modeling, drawing on personality-oriented, activity-based, and systemic approaches. Reflective skills are conceptualized as an integrative professional-personal quality that enables the teacher to analyze and transform their own practice within the inclusive process. Results. A structural-functional model has been developed that integrates target, content (motivational-value, cognitive, and activity components), procedural (stages, methods, forms), and outcome-evaluative (criteria and levels) components. The study identified the pedagogical conditions for developing reflective skills. Scientific novelty. The model orients professional training toward reflective skills as a mechanism for the transition from emotionally reactive responding to well-grounded pedagogical decision-making, and from formal integration to genuine inclusion - practical significance. The model can be implemented in teacher education, including through an elective course that ensures prospective primary school teachers purposefully develop reflective skills.