Abstract
This study is aimed at analyzing the professional experience and inclusive competence of teachers working with students with special educational needs in general secondary schools of the Republic of Kazakhstan. The article reviews relevant research conducted by foreign and domestic scholars in the field of inclusive education. To assess teachers’ inclusive competence, a questionnaire survey was employed, and the obtained data were analyzed using a descriptive-correlational method. The results are presented in the form of tables and figures. The study examines not only teachers’ inclusive competence but also their attitudes toward students with special educational needs within the context of inclusive education. The research considers such variables as teachers’ work experience, age, gender, and level of professional qualification. The findings indicate that the level of teachers’ inclusive competence is predominantly at a medium and low level. These results highlight the need for enhanced inclusive support, systematic organizational assistance, and the development of positive social attitudes in inclusive educational practice. Based on the findings, the study provides conclusions and recommendations that may serve as a foundation for improving teachers’ inclusive competence, professional training and development, as well as for enhancing the inclusive education system and developing methodological guidelines. In this study, teachers’ inclusive competence is understood as a combination of knowledge, attitudes, and self-assessed abilities related to adapting instruction to learners’ needs, supporting their participation in the classroom, and collaborating with parents and specialists.