In Kazakhstan, there is a significant activation of inclusive processes in the higher education system. It is impossible to consider teaching students with special educational needs at a university without creating an inclusive educational environment and implementing psychological and pedagogical support measures. In this regard, there is a need to study the basics of psychological and pedagogical support of persons with disabilities at the university. Inclusive education involves the formation and support of such an integrative psychological and pedagogical space in which neither students with special needs nor students with conditionally normative development will experience difficulties in the process of interaction. The purpose of the study is to analyze the activities of a teacher-psychologist and tutor when accompanying students with special needs in higher education. Based on the data obtained, a model of psychological and pedagogical support of students with special educational needs in higher educational institutions was developed. The implementation of an effective model of support for students with disabilities at universities determines appropriate psychological and pedagogical prerequisites for the development of inclusive higher education. The successful integration of persons with disabilities into the social space of the university has an immense impact on the formation of a positive perception in the learning environment of students. Moreover, it contributes to their positive assimilation of the training program. Within the framework of this article tries to investigate the regulatory and legal framework of inclusive education in the Republic of Kazakhstan, its approaches, principles, and methods of implementing psychological and pedagogical support for students with special needs at universities.