Abstract
Abstract. At the present stage, higher education as a social institution is one of the most important factors of spiritual and cultural mobility. However, it is not available to all social categories. Today, the higher school faces a very difficult task – the full implementation of inclusive vocational education. In this regard, there is a need for knowledge and understanding by specialists working in the system of inclusive education of the problems of inclusive education, patterns and characteristics of human development with developmental disorders, social relationships of students with special educational needs and features of his health. During the research work, we conducted a comparative analysis of the works of Kazakh and foreign scientists. The aim is to determine the readiness of University teachers to teach students with special educational needs. To study this problem, we conducted a survey with the teaching staff of the University – 70 teachers in different directions. The following methods of psychological and pedagogical research were used: analysis of literary sources, methods of generalization of scientific material and practical experience, questioning. The results obtained in the course of the study allowed to identify the problem area associated with the training of students with special educational needs. In inclusive education requires professional support of teachers, psychological, methodological support, advice to teachers from specialists in the diagnosis of students. The article reviews the ongoing work on the formation of teachers ‘ readiness for inclusive education at Zhetysu state University After I. Zhansugurov. Key words: higher education institution, vocational education, students with special educational needs, the learning process.