The article is devoted to the analysis of the identification of the readiness of special teachers for psychological and pedagogical support of children with disabilities in inclusive education. Based on the analysis of theoretical studies of foreign and domestic scientists on the inclusive readiness of special teachers, the leading role of qualified special teachers in the success of the introduction of inclusive education is substantiated and the need for them to form inclusive-oriented competencies during their training at universities is determined. To identify the level of inclusive training of special teachers for psychological and pedagogical support of children with disabilities, the authors organized a survey of graduates of defectological departments of five Kazakhstani universities that train special teachers, according to the developed guide questionnaire. The article presents the results of a survey of graduates working in inclusive education, which characterize the level of satisfaction of practicing special teachers with inclusive-oriented training at the university. The results obtained made it possible to develop and present some recommendations.

The article was written as part of the grant funding of the Ministry of Education and Science of the Republic of Kazakhstan of the AR14870333 project "Training of special teachers for psychological and pedagogical support of children with disabilities in inclusive education".