Abstract
In the current context of inclusive education, the professional training of teachers is of particular importance. The research article analyzes inclusive education, the knowledge, training and roles of teachers in its implementation, and international and Kazakhstani experience in this area. The purpose of the research article is to determine the current state of inclusive education and discuss the training of teachers in comparison with existing practices in the world. To present the results of the research, the authors reviewed the researches on the topic of inclusion, conducted a special survey consisting of two blocks among students of secondary schools and pedagogical universities, and used empirical and cognitive analysis methods to diagnose professional competencies and knowledge on the theory and practice of implementing inclusive education, attitudes and participation in inclusive education. Based on the results of the survey, the authors give recommendations for the formation of professional training of teachers in implementing inclusive education.
The issue of providing children with disabilities with the same education as children without health problems is one of the current topical issues in the field of education, and although various measures are being taken in the field of its development, it still requires in-depth research, since the number of such children is growing. As a result of the study, it is recommended to create various mechanisms based on international experience, and to develop practical knowledge of teachers rather than theoretical knowledge.