Abstract
The article presents the results of a sociological study conducted at the end of 2021 and the beginning of 2022 in a preschool institution for special children in Almaty. Quantitative and qualitative methods were used in the research (survey and focus groups). 18 respondents took part in the survey (10 parents of students, 8 teachers). A focus group was held with teachers involved in the inclusive education process. The study found that inclusive education is a new phenomenon in Kazakhstan's education system. It is difficult to implement inclusive education in many public preschools. The study revealed territorial differences amongrespondents regarding inclusive education. One of the objectives of the study was to analyze the problems that hinder the implementation of inclusive education. Four groups of problems were identified: resource, system, organizational, and interaction problems of subjects of the educational process. The author concludes that the main task of successfully introducing inclusive education in preschoolorganizations of the region is the need to organize professional training of teachers and curriculum for the implementation of this direction.