Inclusive education in the Republic of Kazakhstan is one of the priorities in the development of the entire education system. The article touches upon this problem and examines the stages of the formation of inclusive education in the country, the basic concepts in normative legal acts and scientific and methodological works, and the features of the contents of terms and phrases.

Based on monitoring studies of the state and place of inclusive education in the republic, statistical data are presented in the form of tables and diagrams. By the results of the monitoring studies and surveys, the question of the need to develop common criteria for assessing the state of inclusive education was raised.

The article outlines the principles of teaching with the creation of favorable conditions for children with special educational needs by analyzing the works of foreign and domestic methodologists. In addition, it is emphasized that the assessment of the inclusive education process is a tool for designing inclusion at the level of the educational organization. It is envisaged that inclusion is implemented in different countries at different stages, depending on the level of economic development of countries and the multifactorial nature of the inclusive process.