Abstract
Abstract. Inclusion in the higher education system is based on the UNESCO concept of "Education for All", aimed at ensuring equal access to education for each student. For the successful implementation of this paradigm, data are needed not on the average understanding of the processes of ensuring educational inclusion in universities, but it is important to study the individual aspect of social and pedagogical practice - the real experience of teachers in specific circumstances and universities. In this regard, cooperation is being implemented between the Abai Kazakh National Pedagogical University (Kazakhstan) and the José Mario Molina Pasquel y Enríquez Technological Institute (Mexico). Finding common and different positions on issues of social and pedagogical barriers faced by persons with disabilities in universities helps to identify strategic directions for potential inclusive policies that unite the educational and methodological resources of Kazakh and Mexican scientists and teachers. The purp