Objective: The purpose of the experiment was to determine the level of knowledge of future primary school teachers about dialogical speech in the lessons of a discipline "Self-knowledge" (content component), their ability to apply this knowledge in the process of developing the dialogical speech of primary school students with mental disorders (operational component) and the comprehensive using of knowledge about dialogical speech in the process of educational activity (motivational component).Background: Professional training of future teachers of primary schools is currently one of the pressing problems in modern Kazakhstan. One such way is the introduction of a practice-oriented competence of the future primary school teacher. This involves the formation of professional competence of a primary school teacher, his ability to solve typical professional problems on the basis of acquired knowledge and experience.Method: For determining the preparation of future primary school teachers for work on the development of dialogical speech of primary school students a pedagogical experiment consisting of ascertaining and formative stages was conducted.Results: Scientific research on the methodology of speech development is aimed at finding methods, techniques, and forms of training that increase the effectiveness of such important components of the learning content as language and speech competence, which are part of the communicative competence of pupils. In scientific pedagogy and psychology, the purpose of education and training is to develop a child's personality. The development of personality is considered as a long process of acquiring the culture of the people. Speech culture is an integral part of the general culture, so speech development is the most important task of forming the personality of a preschool and primary school pupil. The key role in psychological development is played by external, oral, monological, dialogical, and written speech. Conclusion:Interrelation of the investigated components can serve as a description of the level of preparedness of future primary school teachers.

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

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The article is devoted to the problem of equal access of persons with disabilities to higher education with normal students. The urgency of creating the necessary educational conditions for persons with disabilities is undeniable, especially considering their psychophysical characteristics, the possibility of obtaining higher education in this category is being considered. The purpose of the study is the organization of psychological and pedagogical support for persons with disabilities in pre-university training, psychological and pedagogical counseling on career guidance. In the course of the research work, combined research methods were used: qualitative and quantitative. The study covered 100 students with disabilities in 9-11 grades of schools in Almaty region. According to the results of the survey, contradictions in the admission of persons with disabilities to the university were revealed.