The article is devoted to the scientific justification of inclusive practices of patriotic education in the modern school with an emphasis on accounting for the psychophysiological characteristics of students with health limitations and the design of an accessible upbringing environment as a condition for the formation of civic identity. Patriotism is interpreted as a multilevel phenomenon including cognitive, emotional-value, and activity components, which allows demonstrating the limitations of universal, «frontal» forms of work for certain nosological groups and the risks of secondary socialization isolation in case of formal participation in inaccessible events. The theoretical framework relies on systemic-activity and axiological perspectives, while the empirical part is based on comprehensive data collection in 18 educational organizations, including surveying teachers, observing upbringing events, analyzing programmatic documentation, adapted diagnostics of upbringing indicators in schoolchildren, as well as statistical verification of connections between types of practices and involvement. A critical deficit in methodological support has been identified: 78,4% of teachers note the absence of adapted materials, 65,7% – lack of competencies in content adaptation, 54,2% – shortage of specialized equipment; meanwhile, the subjective significance of methodological barriers exceeds that of technical ones. A pronounced dependence of format effectiveness on nosology is shown: traditional conversations demonstrate minimal involvement among students with ASD, whereas virtual excursions and multimedia sharply increase the participation index; for students with visual impairments, museum pedagogy with tactile elements yields the maximum effect, and for children with musculoskeletal disorders – remote-digital formats. The implementation of a comprehensive model (tutoring, clear language, Braille, audio description, team projects) is accompanied by a significant increase in civic identity indicators among students with disabilities across all components, especially the activity one, which is interpreted as a consequence of the semantic and communicative accessibility of the environment and the transition from an event-based to an environmental principle of upbringing.