This article evaluates the effectiveness of co-teaching in physical education for students with disabilities. Inclusive education is now a strategic priority of Kazakhstan’s education system. Ensuring access to quality schooling–especially for learners with special educational needs–is vital not only for their physical development but also for social adaptation and the realization of personal potential.

The study involved 32 students in grades 5–6 at a comprehensive school (N = 32). Methods included a literature review, classroom observations, questionnaires, and comparative analysis. Co-teaching was associated with higher classroom engagement (62% vs. 38%), greater social collaboration (75% vs. 48%), and improved performance on physical exercises. Survey responses also indicated increased student self-confidence and that teacher support was sufficient.

Overall, the findings show that co-teaching in inclusive settings can raise academic outcomes, ease social adaptation, and improve teaching practice. The study underscores the need to widely adopt this approach in Kazakhstan’s schools.