Abstract
This study examines game-based adaptation practices for children with special educational needs in preschool organizations in Kazakhstan, focusing on organizational conditions, teachers' professional readiness, and play-based methods employed, from the perspectives of administrators, preschool teachers, and specialized professionals. A qualitative study was conducted in the second half of 2025 across three preschool organizations in Taraz, Kazakhstan, differing by institution type (public/private) and level of resource provision. The following methods were employed: (1) interviews with administrators, (2) focus groups with preschool teachers and specialized professionals, and (3) a research diary. Purposive sampling included 29 participants: 3 administrators, 20 preschool teachers, and 6 specialized professionals. Data were analyzed using thematic analysis. Significant differences in inclusive education implementation practices were identified across organizations, attributed to staffing resources, material and technical infrastructure, and availability of specialized professionals. Teachers demonstrated high motivation to work with children with special educational needs; however, they reported a shortage of methodological materials, limited specialized training, and unequal access to specialist support. The central role of play activities — cognitive games, physical games, and pretend play — was established as a tool for adaptation and social integration between children with special educational needs and their peers. The findings highlight the need to strengthen teachers' professional development in inclusive education, develop methodological guidelines for game-based adaptation, and ensure equitable conditions for implementing inclusive education across preschool organizations of varying types.