Abstract
Purpose of the research is to identify key barriers and examine the mechanisms of public administration influencing the implementation of inclusive education in secondary schools in Kazakhstan, focusing on the case of the Almaty region. Methodology . The study is based on a qualitative approach. Documentary analysis and online survey methods with elements of semi-structured interviews were used. Principals, inclusion coordinators and teachers from 40 schools in the Almaty region and Kaskelen took part in the study. Originality / value of the research . The article focuses on the managerial and economic aspects of inclusive education, which remain understudied in the Kazakhstani context. The conducted empirical study for the first time systematizes the perception of barriers and conditions of inclusion by the participants in the educational process themselves. Findings . Five key groups of barriers were identified: infrastructural limitations, staff shortages, insufficient funding, weak administrative support and low social preparedness. The findings confirm the need to modernize public administration mechanisms and sustainable budget planning to ensure equal access to quality education for all students.