Modern education, in particular inclusive education, is becoming a new code sign for the desire to overcome inequality, to acquire a new quality of life. Inclusive education is one of the components of the state's educational policy aimed at including all children in the general education process, and which is developing under the influence of new requirements of science and technology, and requires teachers to develop and apply new technologies and approaches in the educational process.

       648 students of 1-2 courses of the Kazakh National Pedagogical University named after Abai attended the conducted empirical study aimed at identifying the features of the use of e-learning technology and the flipped classroom in inclusive education, determining their impact on motivation and academic performance. By the method of experimental research, a structured Google Forms questionnaire was selected, with the help of which it is possible to comprehensively characterize.

       The results of the study showed that only 34% of students confirmed the use of "flipped classroom" technology at the university, 66% of respondents assess the level as low, which indicates the lack of necessary attention to modern approaches in teaching and the low level of awareness of teachers about technology or the unwillingness of their implementation in the educational process.

      The majority of students (40%) assess their level of motivation to study as average, while the indicators of high and low levels are characterized by relatively similar characteristics – 35% and 25%, respectively. 64% of students indicated that after switching to the technology of the inverted classroom, their academic performance increased, 13% chose the option "decreased" and 23% – "did not change". Students evaluate the effectiveness of "flipped classroom" in inclusive education as 35% - very effective; 40% – effective; 20% – average level of efficiency; 5% – ineffective.

The purpose of the program is justified by the need to use "flipped classroom" technologies in inclusive education, improving students' competence in using this effective tool, and most importantly, increasing their motivation and academic performance. In addition, the review material of the analysis of the state of inclusive education, which is at different stages of development both in the Republic of Kazakhstan and in different countries, will be interesting and informative in the context of the article.