The article examines the current state and problems of inclusive education in Kazakhstan, reveals the
possibilities of inclusive education in the development of children with disabilities, suggests methods of
psychological and pedagogical correction of professionally significant qualities of teacher skills necessary
for working with children with special educational needs. Inclusive education requires constant creative
contribution from everyone; all its participants (teachers, parents, children, administration, etc.) are involved
in the creative process of education. For the successful implementation of inclusive education of children
with special needs, changes in the education system itself are needed. The difficulty in solving the problem
of working with children with disabilities is exacerbated by the professional incompetence of specialists of
educational institutions, a lack of understanding in society of the possibilities of such children, who
participate equally in society.