This article demonstrates the importance of inclusive education in promoting equal opportunities and positive results among university students, as well as the need to analyze the inclusive readiness and competence of teachers. Due to the fact that little attention is paid to the practical implementation of the principles and methods of inclusive education at the university level, it is advisable to explore the psychological and pedagogical aspects of working with students with disabilities.
Theoretical research made it possible to identify and model the psychological and pedagogical features of inclusive education, while empirical research provided the basis for analyzing the inclusive readiness of university teachers. In addition to the important factors of successful education of students with disabilities, the fact of the need for financing and budget allocation by educational organizations, as well as the training of inclusive teachers, was taken into account.
Moreover, the article examines the key aspects of the introduction of inclusion in the pedagogical process of university. Thus, in many countries, including Kazakhstan, the regulatory and legal framework for the development of inclusive education, providing an accessible environment for students with SEN, the use of assistive technologies, as well as professional development of teachers and cooperation of specialists for psychological and pedagogical support of students with disabilities are important.