Abstract
The article discusses the features of school management in the context of effectively integrating inclusive education into a general secondary school. The study describes the modern paradigms of inclusive education, the differences between the concepts of integration and inclusive education, and the role of school administration in the formation of an inclusive environment from a theoretical and practical point of view. The authors propose management strategies adapted to the conditions of our country, making a theoretical analysis of the international experience in inclusive education. The proposed management paths are substantiated by the results of sociological research conducted by the authors. The study was carried out on the basis of sociological surveys, which included students, parents and subject teachers of secondary schools in Almaty. The results of the survey revealed that, in addition to the increasing level of social adaptation of children with special educational needs at school, parents have a positive attitude to inclusive education and a tendency for students to inclusive communication. The article proves the importance of formative assessment in the process of teaching children with special educational needs. and the effectiveness of such tools as multi-level training methods is differentiated. In the theoretical and practical consideration of school management in the context of the integration of inclusive education into a secondary school, the results of the study are valuable. Thus, the authors provide specific practical recommendations in this direction, offering an integrated management, pedagogical and social approach for the successful implementation of the inclusive education process.