Changes in the educational system, theoretical and methodological understanding of the problems of secondary education and the emergence of new technologies have necessitated the creation of new textbooks, teaching aids and reference materials that facilitate training deaf or hard-of-hearing children. Inclusive education of children with hearing impairment involves learning in a team of hearing peers on equal terms. Therefore, psychological and pedagogical support of a hearing-impaired child in the process of communication with hearing peers becomes extremely important.

The main goal of inclusive education is to create the necessary conditions for the education and productive success of all children, regardless of their psychological and physical capabilities, the social and economic status of their parents, culture, mother tongue, or personal characteristics, and to ensure the accessibility of education for children.

The article aims to define the effectiveness of inclusive education for deaf or hard-of-hearing children in Kazakhstan and discuss its challenges.

In the empirical part of the scientific research, a qualitative research method was selected, and respondents were selected for expert interviews using the «snowball» method. Employees of the secondary school were involved in the interview. The research was conducted at a special secondary school in the Eastern part of Kazakhstan (the official name of the secondary school was not mentioned in the article, according to bilateral agreements with respondents on the confidentiality of their identity).