Abstract
Teaching mathematics in the context of inclusive education is currently a major challenge for teachers. In this article, based on practical exercises, a set of inclusive educational technologies, methods, and techniques which necessary to obtain high quality, effective and affordable education for learners with disabilities is defined. Comparing the conditions of inclusive education in the USA, Turkey and Kazakhstan, obstacles were identified, and proposals were developed for their solution. While conducting experimental lessons, the methods and technologies used in teaching are analyzed, and effective teaching when level-based teaching, collective teaching, individual teaching, and game technologies are established. Effective and ineffective moments were identified and presented in the form of tables based on the using these technologies in the classroom. As guidelines for each technology, standard tasks were created. It was noted that all the above teaching technologies contribute to the perception of educational material by learners with disabilities, including their active participation in cognitive and educational activities. To achieve this goal, it is necessary that the project and plan of each lesson in an inclusive class be developed in advance according to organizational and pedagogical inclusive technologies, considering the characteristics of learners in consultation with a subject teacher, methodologist, and leader.