Abstract
At the present stage of the reform of the education system, every general education institution should accept and meet the special educational needs of all students, i.e. it should be inclusive. Because the number of students entering inclusive classes is increasing, the education of children with special educational needs is becoming an urgent educational issue. Teachers working with these students have trouble for several reasons. This study aimed to investigate the possibilities of improving students' pedagogical skills in the context of inclusive education in chemistry. The pedagogical experiment was conducted in the secondary school 73 in Karaganda from 18 January 2022 to 3 April 2022. 8 "A" class was the control class and 8 "B" class was the experimental class. Three students, recommended by the chemistry teacher were selected for the pedagogical experiment and observed throughout the experiment. The students participated in the inclusive education programme and were assigned to the experimental class 8 'B'. According to the results of the final test, the quality of knowledge of the students in the experimental class with inclusive students increased by 4.6% in chemistry.