Abstract
In this study, the consequences of an extensive monitoring program aimed at identifying the degree of preparation of secondary school teachers in Kazakhstan for working with gifted children in terms of inclusive education have been assessed. The theoretical background of the paper consists of answers of 11,800 teachers, comprising a significant portion of the country’s educational system. An extensive cross-sectional survey forms the basis of the present study, the primary goal being an overall assessment of the teachers’ actual preparedness for dealing with gifted children within inclusive education settings. The gathered information allows not only analyzing their professional perceptions regarding this matter, but also diagnosing methods used for detecting gifted students, as well as supporting teachers in this process. According to the findings of the study, even though many teachers in Kazakhstan possess impressive formal qualifications, there is a considerable level of diversity in terms of preparedness for performing this job. Such variability stems directly from the teachers’ years of experience, the type of institution where they teach (urban, rural, small schools), and access to modern teaching materials. In the end, this research outlines the most important needs of the teaching profession. There is a pressing need for scientifically based high-quality instructional material which considers the digital capabilities of the country and the need for continuous improvement. It should provide comprehensive support, including methodological, resourceful, and organizational one, considering ethical aspects of digitalization and features peculiar to the Kazakh education system.