Abstract
In modern pedagogical practice, inclusive education is recognized as a key aspect both in the global and local context of education. In this regard, the preparation of teachers for working in inclusive education settings becomes significantly important. Particular emphasis is placed on the development of professional competencies, skills, and abilities to work with the individual characteristics and special needs of each student. This article discusses the features of applying the concept of Universal Design for Learning to enhance teachers’ professional skills in an inclusive environment. The authors present the results of a study on the effectiveness of teachers in inclusive practice conducted within the framework of the program-targeted financing by the Ministry of Science and Higher Education of the Republic of Kazakhstan BR21882231 «Conceptual Model for Ensuring Inclusivity and Accessibility in the Secondary Education System of Kazakhstan» (2023–2025).
Published Version
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