Аннотация
The article is devoted to the study of the peculiarities of the process of teaching foreign languages in the conditions of inclusive education of the Republic of Kazakhstan. Key aspects of the integration of students with special educational needs into the process of learning a foreign language are considered. The authors focus attention on specific methods and technologies that contribute to successful socialization and academic adaptation of this category of students. The results of empirical research conducted among teachers of schools and universities of Kazakhstan, revealing the most effective approaches to teaching a foreign language in an inclusive environment, are presented. Special attention is paid to the role of the communicative approach, the creation of an accessible educational environment and the use of digital resources. The need to improve the qualifications of foreign language teachers in the field of inclusive practices is substantiated. Recommendations are offered for improving educational standards and teaching materials aimed at providing equal opportunities for all categories of students, regardless of individual needs and abilities. Research contributes to the development of the theory and practice of inclusive education, which is of interest to specialists in the field of pedagogy and psychology. Presented are the results of empirical research conducted among teachers of schools and universities in Kazakhstan, including the experience of the Eurasian Humanitarian Institute named after A.K. Kussainov, revealing the most effective approaches to foreign language learning in an inclusive environment. The role of the communicative approach, the creation of an accessible educational environment and the use of modern digital resources are emphasized. The article justifies the need to improve the qualifications of foreign language teachers in the field of inclusive practices.