This article explores various approaches to developing a model for organizing inclusive education within secondary education institutions. Through an analysis of scientific, pedagogical, and specialized literature, it is established that modeling serves as a multidimensional research method integral to the theory of cognition.

The philosophical analysis of the concept of a model, as discussed by scholars such, highlights how modeling enhances our understanding of the studied object.

By reviewing dissertations from both foreign and Kazakhstani researchers (2003-2023), the author identifies diverse approaches to designing inclusive education models, categorizing them into several types: innovative, regional, integrative, synergetic, and structural-content models.

The article describes the key points of the model of the organization of inclusive education, the updated model of a special school, etc.