The XXI century is characterized by the understanding that only individual self-realization is the primary goal of any social development. These changes in public consciousness have caused the emergence of a new paradigm of education based on approaches and concepts developed by modern practice. This includes the idea of "inclusive education." Inclusive education in Kazakhstan is in the formation process, therefore, establishing a system of inclusive education requires a solution at the state level. Coupled with the global pandemic which has affected every person especially the most vulnerable kids, the State Program for the Development of Education and Science in the Republic of Kazakhstan for 2020-2025 raises an urgent problem of developing inclusive education. This study conducted a survey using an online poll with participants who are parents of kids with special needs. We asked what kind of challenges they met during Covid 19 pandemic time. Respondents ranked the following topics as the most complicated: lack of funding and resources reduced effectiveness of the educational staff training system, unregulated management and legislative framework, weak coordination of external services, and insufficient participation of the public and private sectors. The results of the research demonstrated that very few schoolchildren with special educational needs receive quality inclusive education.   Keywords: Covid 19; inclusive education; special needs, parents.

Now in each preschool institution in CIS countries, and in Kazakhstan there are innovative pedagogical transformations connected with introduction of new programs and technologies. In 2007-2008 academic year Aktobe regional experiment named as "Technology of the Portfolio as a form of an assessment of pupils' personal achievements in the preschool organizations" has been started. The purpose of research was investigation of expediency of application Portfolio technology in the preschool organizations. In total 90 pupils of the preschool organizations of education took part in experiment. The objects of research were children of preschool age (4-7 years). The main forms of diagnostics of personal changes of children is a supervision, conversation, a subject and role-playing game, the analysis of products of activity, questionnaires and psychological tests. During selection of diagnostic tasks we proceeded from the accounting of features of preschool age children. At the beginning of the conducted research consultation "experiment in the preschool organization» we investigated teachers' level of readiness for novelty (according to V. I. Andreyev), and also provided theoretical education. Educational work with pupils' parents for the purpose of formation of positive relation on experiment was organized in parallel. The pupil Portfolio consists of the following sections: the medical, for three years of work of experiment all postponed diseases of the child are fixed (chronic, catarrhal, etc.) frequency of child's visit, physical and anthropological data, psychological, personal and cognitive development, the social and organizational work.