The problem of physical education of college students is a fundamental step in the system of lifelong professional music education. The purpose of the article is to identify the organizational and pedagogical conditions for the implementation of the integration of physical education in the process of professional training of students of musical educational institutions. In the process of study, the following research we used: theoretical analysis and synthesis of scientific literature; the study and synthesis of advanced educational experience. At the same time, physical education is presented as an integrative component of improving the quality of professional training of musicians. It's determined that the effective organizational conditions allowing the integration of physical education into the process of vocational training of students of musical secondary specialized colleges is the development of modern physical education, in which the structure and substantive accompaniment have a pronounced professional orientation. In turn, the pedagogical conditions allowing the integration processes are the level of physical culture teacher's competence and the formation of students' motivation to physical culture exercises.

The recognition of the individual as the main value of the society leads to the search for new ways of comprehensive development, socialization and realization of people with disabilities as individuals. Higher education is one of the most important stages of socialization of persons with disabilities into society, it gives freedom of choice, the spiritual and material independence, forms the world and life goals, develops the ability to adapt, gives vital resistance and harmony of existence. The article aims to explore the potential abilities of attraction individuals with health disabilities to enter and study at higher education institution. The article presents a pedagogical model of formation of readiness of people with health disabilities to integration into the educational environment of higher education institution. The article describes the structure of the educational model, which is a diagram where are reflected the basic methodological regulations (goal, objectives, principles), the structure of the communication and the educational course, the educational environment subjects interaction, the efficiency criteria, the expected result. The article submissions are of practical value for specialists realizing his professional career in the field of inclusive education and adaptive pedagogy. Keywords: persons with health disabilities, pedagogical model, integration into the educational environment of higher education institution, inclusive education.

The need to improve the content of education disciplines at secondary and higher educational institutions and to create more favorable methodological conditions for curricula implementation in Kazakhstan have been gaining importance in recent years. Analyses of practical activity specified that the Kazakh, Russian and foreign languages in Kazakhstan should be primarily studied as real and full-fledged means of communication at the level of native speakers. Teaching the Kazakh, Russian and foreign languages should develop learners' communicative skills necessary for the person as a member of Kazakhstani society and global community as well. Insufficient communicative character of language subjects impedes the achievement of the state goal to develop multiculturalism in Kazakhstan. Therefore, it is crucial to distribute expected results in mastering languages at different stages of learning and to consider productive training technologies aimed to implement the objectives. The research goal of the paper is to elaborate a level model of language training and appropriate organizational conditions to master several languages simultaneously. Research results: The paper provides a level-by-level description of language training levels at school and university to guideline the development of state standards for secondary and vocational education as well as corresponding curricula and textbooks; results of research accomplishment are realized in textbooks on language subjects for high school and first-and second-years of higher education; methodological recommendations on language subjects content improvement in education institutions have been developed.

The modern system of professional education is characterized by a contradiction between the requirements imposed on the personality and activities of the specialist in the sphere of "physical culture and sport" and the actual level of readiness of graduates of higher educational institutions to perform their professional duties. This contradiction makes it necessary to form professional and pedagogical qualities of specialists in the sphere of "physical culture and sport", such as professional ethics. Vocational training of students faces difficulties that arise from an objectively existing contradiction: between the need for specialists who possess not only a high level of knowledge and skills, but also ethical potential for professional work in constantly changing conditions, and the established practice of their training in an educational institution that is not oriented on the formation of professional ethics of future specialists in the sphere of "physical culture and sports." This article is aimed at studying the cognitive-motivational and activity-based grounds for the formation of professional ethics of future specialists in the sphere of "physical culture and sport". The article presents a subjective assessment of various aspects of the personality that determine the quality of professional activity of future specialists in the sphere of "physical culture and sports". The article reveals specific pedagogical conditions for the formation of professional ethics of future teachers -specialists in the sphere of "physical culture and sport".The materials of the article are of practical value for specialists realizing their professional activity in the field of pedagogical education.

The problem is relevant because of the need to develop the English-speaking communicative competence of the Kazakhstani people as a component of the compulsory trilingualism in Kazakhstan. Currently, in the context of an active unaided entry of Kazakhstan into the global community, there is an acute challenge of increasing the number of people who speak English. In order to master the English language for practical purposes, it is important to identify common global problems for the whole society. This can be the ecological state of Kazakhstan. This topic will be one of the key bases for the development of the English language competences of Kazakhstani people, when two important aspects are integrated: expanding the functioning of the English language in the country and the need to understand the growing environmental threat to life on the Earth. People in all regions should be actively involved in the environmental movement, as environmental problems arise because of indifference to violations of environmental standards at different levels (from household to production), due to their direct non-compliance at the local level and inactivity of society in solving environmental problems. The purpose of the article is to show the real possibilities of integrating the development process of students' foreign language and the process of identifying ways to solve environmental problems of the region as immediate tasks that they solve as volunteers. The method for the study of this problem is cognitive-communicative, which allows, first of all, determining the cognitive structure of a text with an ecological theme and on this basis to subjectify obtained information in the minds of students through their environmental speech intentions. The article reveals effective ways of selecting educational material for the formation of English communicative competence based on environmental material. The mechanisms for selecting educational material and the planning methodology for the thematic lesson cycle can be useful for planning the cognitivecommunicative learning process based on environmental regional problems for any educational audience and are intended for foreign language specialists and environmental teachers.