Based on the analysis of philosophical-anthropological and cultural concepts as well as the main theoretical approaches of the Russian and Ukrainian pedagogy, the pedagogical possibilities of traditional folk games in the correction of mental, physical and overall development of children with disabilities in the terms of inclusive education are defined in the article. The authors have presented the most common characteristics of the traditional folk games of Central Russia and Ukraine in the terms of their potential in addressing the challenges of inclusive education for children with disabilities. The statement of the problem of studying the pedagogical possibilities of popular games in inclusive education is the need to analyze a variety of the approaches to the study of this phenomenon especially the ethnopedagogical aspect. Among the existing scientific publications of the late twentieth and early XXI century a special place is occupied by the N. I. Cooper, V. F. Dashivets, K. D. Chermit, Y. K. Kuprina, N. H. Hakunova who presented a brief description of the means, forms and methods of education of Adygea and Kuban Cossacks; N. N. Egovtsevoy and A. V. Black, revealed the capabilities of traditional games of Don and Kuban Cossacks; H. F. Arnautova, H. K. Bairamkulov, G. G. Kohidze, N. K. Kuprinoy, M. Z. Magomedova, M. A. Elmurzaev showed polyfunctionality of the folk games as a means of physical, intellectual, mental, ethnocultural education of the peoples of the southern regions of Russia, the Caucasus, Stavropol and Krasnodar Territory. The chosen approaches are deep theoretical research in the study of the theory of the traditional folk games; however, so far the pedagogical potential of traditional games in inclusive education in Russia and Ukraine has not been studied sufficiently. The traditional game is an effective means of socialization of a child with disabilities including both socially controlled processes deliberate action on the formation of personality, learning children knowledge, cultural values and norms that characterize a society or a particular social community (peer group) and natural spontaneous processes affecting the formation of man. In the synthesis of understanding a child’s wealth of folk culture and identifying themselves as part of the team reflects the socio-pedagogical purpose of the traditional game. The scientists investigating the nature and content of the traditional game have noted that due to popular wisdom such games, in which all children, despite their existing developmental disabilities realize their interests and needs, establishing friendly contact with peers (driving round dance where to take all comers) have been invented Visually impaired children can participate in the games where the rules need to tie or turn a blind eye: hide and seek, «pot», «Without salt», «Strokach». Children with hypoplasia of the musculoskeletal system may become parties to such folk entertainments as «lame fox», «Fight of roosters», tag on one leg, hide and seek on one leg, «Road to flog», «Opanas», «I’m a burning-oak», «Sovonka» and others. These and other traditional games are aimed at the development of tactile, auditory analyzer, coordination, speech apparatus, building skills and other joint actions. They do not aggravate the discomfort of a child with limited possibilities of health, but rather awaken his potential by performing a compensatory function. With a proper and consistent leadership of a teacher the traditional game is becoming an important tool for Correction and Development of inclusive education. Using the gaming activity based on the folk traditions can effectively solve the problem of general and hand motor skills, sensory-perceptual activity, promote social adaptation of children with disabilities, form in healthy children humane attitude towards the weak, the infirm peers. The traditional games ascribe a child with limited possibilities of health to culture, history and traditions of the society in which he lives, and in normal children form a tolerant attitude toward peers with special needs. During the research the possible prospects for further research on the willingness of the teachers to implement pedagogical possibilities of the traditional games in the inclusive practice of pre-school, school and vocational education are identified.