Abstract

The State program for the development of education of the Republic of Kazakhstan for 2011-2019 defines new conceptual approaches to the education of children with special educational needs, the introduction into practice of the ideas of integrated education and upbringing of children with developmental disabilities together with normally developing peers. Ensuring equal access of children to various programs of education and training, equal access of children with SEN to education is one of the priority tasks of Kazakhstan's education .Building an inclusive educational culture in the school is one of the most important conditions for the successful inclusion of children with SEN. The article considers the term "inclusive readiness of a secondary school teacher" as the first step in the formation of an inclusive culture of secondary school teachers. a theoretical structural-level analysis is carried out on the basis of scientific and theoretical analysis of General and special psychological and pedagogical literature on the subject of the study, and approaches to defining the concept of "inclusive culture"are outlined. Some methods of developing an inclusive culture among teachers in an educational school are described.