In the presented article the psychological aspects of the process of inclusive education are considered. In order for children with special educational needs (SEN) to easily adapt to the educational environment and successfully learn, individual work and differential teaching methods, traditionally used in pedagogical practice, give results, but not sustainable enough. In this regard, the hypothesis of the study was formed about the application of the theory of psychological relativity (TPR) in an inclusive space, to improve the effectiveness of learning.

The prerequisite of adequate-positive self-esteem of the personality is the realization of its value, the basis of which is formed with the attitude to oneself. Objective attitude to oneself contributes to successful socialization in an inclusive environment, and as a consequence, students with OOP will be able to open up, realize their individual abilities, cope with learning tasks. And a teacher working in an inclusive environment, having mastered the intricacies of VET, with a clear intention to enhance the productivity of learning activities by encouraging autonomy, engagement and interaction in the classroom. Building a learning and educational process using TVET in inclusive education, which is focused on maximizing the identity of learners, is a long-term strategy.

In the period of modern quantum transition, the relevance of the space-time continuum of the theory of relativity, which was laid down by A. Einstein, is very great. Especially its importance increases in the process of inclusive education. The article uses the methods of cognition of relativity, contributing to the minimalization of subjectivity and expansion of self-awareness. The peculiarity of the new approach is to teach the focus of attention, which contains 4 zones: the existing situation; the influence of space, i.e. environment and time; the attitude of the learner himself to the situation, as well as a deep analysis of the current situation.

The base of the study is Taraz Regional University named after M.H. Dulati. M.H. Dulati; cooperation with scientists of the International Kazakh-Turkish University named after H.A. Yasavi and West Kazakhstan Innovation and Technology University; experimental site - school № 16 of Korday district of Zhambyl region.