Abstract
Currently, the inclusive education system is becoming internationally recognized. This is a requirement of society, a requirement of the time. Due to the delay in the inclusive education system in Kazakhstan, there are enough problems that need to be solved. One of them is the shortage of personnel, the importance of their training, and the need for their training or retraining. It's only a matter of time to determine how efficiently and productively the system works. The article discusses the level of development of inclusive education in Kazakhstan, ways of improvement, training of specialists, and scientific conclusions are drawn. The purpose, main direction, and idea of the study are to identify the causes of difficulties in inclusive education with an analysis of Kazakhstan's achievements in the field of education. Differentiation of work aimed at the needs of children with disabilities, comparing the training of specialists with foreign experience. As for the scientific significance of the work, the analytical work revealed the relevance of professional development and the axiological approach in inclusive education, its effectiveness in training specialists in orienting skills, knowledge and mental activity not only to meet the needs of individual groups but also to meet the needs of the whole society. In the course of the research, parents of children studying in secondary schools were interviewed and the results were analyzed. Thus, we have determined their point of view and the position they should follow. Results and analysis of the work, conclusion: it is proven that ways to improve inclusive education can be identified only if problems in this area are identified, and an analysis of thinking is proposed. Several approaches were discussed, and specific recommendations were given on the training of specialists involved in this process.