Abstract
This study investigates the issues of including people with disabilities in the higher education process that have emerged in Kazakh education theory and practice. There is a brief overview of the Republic's objective needs and real options for implementing inclusive education. This work also discusses the difficulties associated with implementing inclusive education in the country. The study examines future teachers' professional training experiences for teaching in an inclusive environment. According to the study's findings, future teachers are not adequately prepared to teach in an inclusive environment, which hinders their development of a positive attitude toward inclusion. To address this issue, a serious and responsible approach to reforming higher pedagogical education is required, taking into account the positive international experience of developed countries.