FEATURES OF PREPARING STUDENTS FOR SUBJECTS ORIENTED INCLUSIVE EDUCATION

Abstract

The article attempts to identify the features of introducing inclusive practices into each subject area in teacher education. In the modern world, the introduction of inclusive practices into the education system is one of the leading strategies of a developed state. In accordance with the State Program for the Development of Education in Kazakhstan, inclusive education has been gradually introduced since 2011, designed to provide psychological and pedagogical support for the learning process of children with special educational needs needs in a public school. An increasing number of schoolchildren with special educational needs are enrolling in general education schools at their place of residence, and their education requires teachers to have the appropriate knowledge, skills, and professional competencies. Currently, educational organizations are in dire need of teachers who can work professionally with different categories of students, including children with disabilities, autistic children, gifted children, etc. The need for teachers who are able to work simultaneously with students with different educational needs is increasing, since educational organizations are implementing one of the important provisions of the Law on Education of the Republic of Kazakhstan, which is to “ensure equal access to education for all students, taking into account special educational needs and individual capabilities”. In the Concept for the Development of Inclusive Education in the Republic of Kazakhstan dated January 12, 2021, one of the state’s political strategies is “... the full inclusion of all children in the general educational process, their social adaptation, despite age, gender, ethnic and religious affiliation, developmental delays through the active participation of the family, correctional, pedagogical and social support for the personal needs of the child”.