Abstract
In creating special educational conditions for disable people, inclusive education plays a major role, where the teacher is the main character. Disable students have a right to education in any institution, and educators must teach them under the inclusive education conditions. This issue is relevant due to the society’s order to train teachers for inclusive education within vocational education. The “Materials and Methods” section describes the methodology used in conducting the literature review and collecting information. To conduct the study, methods were used to analyze scientific literature and regulatory documents; modeling; synthesis and generalization. The survey was conducted online using Google form service, and WhatsApp messenger. The “Results and Discussion” section presents previous studies analysis, information tables and graphs. In developing the model, we relied on trends in the development of inclusion, forms and methods of organizing inclusive education, and professional competencies of future specialists. The developed model consists of 5 blocks: target, methodological, content, process, reflective. And all components are interconnected and developed on the basis of methodological approaches and conceptual ideas. This proposed structural model was tested according to motivational-value, cognitive, activity and evaluative criteria by 146 students of M. Auezov South Kazakhstan University, Khoja Ahmed Yassawi International Kazakh-Turkish University, and Kazakh National Women's Pedagogical University. The model we created is a holistic, open, dynamic system and makes the future teachers preparation for inclusive education targeted.