Abstract
The development of the inclusive education system in the Republic of Kazakhstan is a key component of national socio-economic policy, aimed at building high-quality human capital and reducing long-term social costs. The study addresses the growing number of children with special educational needs (SEN) and the need to improve the efficiency of public spending directed at reducing educational inequality. Inclusive education is viewed as a strategic investment capable of increasing employment, lowering social dependency, and contributing to sustainable economic growth.The research assesses the economic efficiency of state support for inclusive education by examining the relationship between investments in infrastructure, personnel training, adaptive environments, and key demographic and social indicators. The methodological framework combines analysis of regulatory documents and strategic programs with statistical, correlation, and regression analyses.Findings confirm the importance of public investment in infrastructure modernization and workforce development. A high concentration of children with musculoskeletal disorders, somatic illnesses, and intellectual disabilities was identified, requiring expanded resource centers and adaptive educational processes. Economically, investments in inclusive education reduce long-term social costs, mitigate social isolation, and improve labour market integration for children with SEN.To enhance policy effectiveness, Kazakhstan should strengthen public administration, improve the legal framework, expand professional training, and foster interdepartmental cooperation among schools, health, and social services. Implementing early identification and support systems will further reduce social costs and promote sustainable, inclusive human capital development.Copyright© 2025 The Author(s). This article is distributed under the terms of the license CC-BY 4.0., which permits any further distribution in any medium, provided the original work is properly cited.Article’s history: Received 25th of November, 2025; Revised 19th of December, 2025; Accepted 27th of December, 2025; Available online: 30th of December, 2025. Published as article in the Volume XX, Winter, Issue 4(90), Winter, December, 2025.