Key words: inclusive education, integration, professional competence of the teacher, competence, integrative
personal education, integration and inclusion.
The right to quality education is one of the most significant human rights of nowadays, as it is closely
related to human rights to develop their abilities and the right for the future. In this regard, it becomes clear
the need to ensure its full and unconditional access to equal rights to receive it for all members of society,
including children with disabilities. This right may be exercised not only in a well-developed system of
special (correctional) education, but also in the development of inclusive education. Democratic transfor-
mation, actively developing in Kazakhstan society, achieved the significant changes in the educational
system. These transformations have touched both organizational and substantive sides.
The development of the inclusion (inclusion) process in Kazakhstan of children with mental and phys-
ical health disabilities among ordinary peers is not only a reflection of the time, but also represents the
realization of children’s rights to education. Inclusive practice learning software implements equal access
to a particular type of education and the creation of necessary conditions for success in education to all
children without exception, regardless of their individual characteristics, educational achievements, native
language, culture, their mental and physical capabilities.
Analyzing the state of inclusive education at the moment, we can talk about it, not only as an innovative
process that allows for training and education of children with different starting points at different levels of
educational side. This modern innovative form has a powerful influence to the development of the educa-
tional process, to a large extent by changing the relationship between the participants. Develop strategies of
psychological and pedagogical support for children with special educational needs and technology support
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