Abstract
The article presents the results of the ascertaining stage of the experiment to identify the organizationaland pedagogical conditions of the process of teaching children with impaired musculoskeletalsystem in inclusive education. The study is due to the relevance of the development of inclusive educationin the Republic of Kazakhstan, which is confirmed by a number of ongoing studies of domesticand foreign authors. The sequence of application of research methods is described in detail, whichincludes a survey of teachers, educators and parents of school students, observation of the educationalprocess, a statistical analysis of the performance of children with impaired musculoskeletal system, aswell as determining the level of development of cognitive functions of this category of children usingdiagnostic techniques appropriate to age characteristics. Based on the results obtained, the conclusionis drawn about the relevance of the study and the confirmation of hypothetical assumptions, which arethe need for the implementation of psychological and pedagogical support on the basis of comprehensivediagnostics, an individual support program and a system of correctional and developmentalexercises with specialists; the provision of scientific and methodological assistance to teachers andpsychological and pedagogical support to parents; the need for the formation of an inclusive culturefor all participants in the educational process. The presented results provide guidance in the upcoming ways to improve the organizational and pedagogical conditions in the process of introducing inclusiveeducation in the Kazakhstan secondary school.Key words: children with musculoskeletal disorders, inclusive education, organizational and pedagogicalconditions.