The aim of this research is to evaluate the disabled education in accordance with the quality of inclusive education in the distance education process in line with the opinions of special education teachers. The research was conducted with 10 special education teachers who were teaching special education and general education in schools with special needs students in Kazakhstan and who agreed to participate in the research voluntarily. The research was designed in accordance with the case study, one of the qualitative research designs. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was revealed that the teachers used online lessons, video sharing, homework control, online activities and mobile applications in the teaching of the lessons in the distance education process; they preferred formal education to distance education; and they found distance education insufficient to meet the individual needs of students in learning. In addition, teachers stated that they found family participation in distance education and teacher–student peer interaction insufficient. The results obtained from the research revealed the necessity of eliminating the obstacles in the education of the disabled in accordance with the quality of inclusive education. Keywords; Inclusive education, students with disabilities, special education, special education students

The purpose of this research; The aim is to take the opinions of teachers on universal design in the creation of a pre-university education model for the disabled in an inclusive higher education system. The research was designed in accordance with the qualitative research method. The study group of the research consists of 25 teachers who teach in various schools in Almaty, Kazakhstan. Research data were collected through a semi-structured interview form created by the researchers. As a result of the research; It has been revealed that the majority of teachers find the educational opportunities of the disabled in the inclusive education model partially sufficient. The majority of the teachers stated that they found the educational opportunities of the disabled in the inclusive education model insufficient in the universal design dimension. Teachers' suggestions for improving the educational opportunities of the disabled in the inclusive education model in the dimension of universal design; information presentation alternatives are in the direction of providing options in education, interactive learning and eliminating limitations. In line with the results obtained from the research, it is recommended to prepare inclusive education professional development programs for teachers based on universal design in education, and to organize curricula in order to increase the quality of education in the inclusive education universal design model of the disabled.   Keywords; Inclusive education, universal design, students with disabilities, teacher opinions