This study examines the results of a survey conducted to determine the readiness of chemistry teachers in general education schools of the Pavlodar region for inclusive education. The research focuses on current issues in inclusive education, including the readiness of teachers and schools to educate children with special educational needs within the general educational environment. The survey aimed to identify teachers' theoretical knowledge and practical experience in inclusive education, as well as their level of participation in professional training and seminars. Fifteen chemistry teachers participated in the survey, sharing their views and experiences, and expressing opinions on key issues and opportunities in inclusive education. The results showed a positive attitude towards inclusive education among teachers, but also highlighted a lack of specialized knowledge and experience in this area. Furthermore, it was found that educational institutions need to adapt the learning environment to accommodate inclusive education. The study revealed that teachers are not yet fully prepared for the implementation of inclusive education, but there is a demand for additional support and professional development in this field. Based on the findings, it can be concluded that educational institutions in the Pavlodar region are ready for the effective implementation of inclusive education; however, for successful implementation, systematic support and additional resources are required.