Abstract
Currently, the education system is expected to meet the diverse needs of all learners and ensure equal opportunities. The effective implementation of special and inclusive education largely depends on the socio-pedagogical competence of special education teachers. Employers’ expectations are becoming increasingly complex, requiring future specialists not only to possess academic knowledge and methodological proficiency but also to demonstrate digital competencies, adaptability, and innovative approaches. Therefore, assessing the professional preparation and social-pedagogical competence of special education teachers is a pressing issue in training specialists who meet the demands of the labor market. This study aims to analyze the social and pedagogical competencies of special education teachers from the perspective of employers and to determine their level of satisfaction with the quality of graduates’ professional preparation. The research is based on survey data collected from employers, a review of the literature, and comparative analysis. To evaluate the professional readiness of future special education teachers, the research examined the levels of practical and theoretical training, personal qualities, and the development of social-pedagogical skills. The findings reveal insufficient practical training within the system of preparing special education teachers, a shortage of learning materials in the Kazakh language, and challenges in mastering contemporary methods. Furthermore, the study highlights the importance of communication, psychological support, legal and regulatory knowledge, and the application of innovative methods in graduates’ professional competencies. Based on the obtained data, recommendations were made to increase the proportion of practical training sessions, implement dual education systems, introduce new technologies, and enhance the development of social-pedagogical competencies in training future special education teachers.