Аңдатпа
In this article, the authors consider the readiness of a future foreign language teacher to work with children with special educational needs in formal and non-formal education system, particularly, under what organizational and pedagogical conditions the activity of a future teacher will be effective. The article reveals the concepts of “formal” and “non-formal” education. With the introduction of inclusive education in the general education system of Kazakhstan the issue of foreign language teachers preparing to work with children with special educational needs came to the fore. The study of foreign languages in the country's schools begins in primary grades where the formation of a worldview, formation of language competencies starts, a foreign language teacher has to be able to realize the tasks in order to achieve the main goal in the classroom where children with special educational needs are the part of the educational process. In the system of formal and non-formal education it is necessary to create special conditions that help to implement the policy of inclusive education in our republic. There can arise various difficulties related to working with children with special educational needs in the pedagogical process, thus, in order to ensure the formation of the readiness of a foreign language teacher to work with children with special needs in formal and non-formal education system, the teacher is to overcome personal and professional difficulties in general educational organizations and providing educational organizations with favorable conditions for working with children with special educational needs