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PREPARATION OF FUTURE TEACHERS OF PRIMARY CLASSES FOR THE USE OF 
INFORMATION AND COMMUNICATION TECHNOLOGIES IN CONDITIONS OF 
INCLUSIVE EDUCATION 
Yedigayeva Gulzada Amankyzy 
Arenova Assyl Khadyrzhanovna 
Multidisciplinary college of KGITU named after Sh.Yessenov 
 
The first president of the Republic of Kazakhstan N.Nazarbayev in the article “View to the 
future - modernization of public consciousness” says “Competitiveness is the ability of a nation to 
offer a rational world of prices or quality in a regional or global market. This can be not only a tangible 
product but also related to education, service, intellectual or qualitative human resources. In the future 
the country’s success is determined not by its natural wealth but by the competitiveness and strength of 
its people. Therefore, every Kazakhstani and, consequently, an entire nation should have decent 
qualities suitable for the 21st century. For example, computer literacy, knowledge of foreign languages 
and cultural openness are key prerequisites for moving forward. Therefore, such programs as “Digital 
Kazakhstan”, “Education in three languages”, “Cultural and inter-confessional consent” are the main 
means of teaching of our nation to the requirements of the XXI century”. 
The State Program of Education and Science of the Republic of Kazakhstan for 2016-2019 
aimed at the development of human capital through the provision of quality education for a 
competitive nation in the country says: “The world lives in a period of global challenges. This is the 
introduction of new technological achievements and innovations, the rapid development of IT 
technologies and the mobility of human resources. In this case, the education and the science should be 
at the forefront of changes ... Increasing the competitiveness of people is a factor in 
achieving the nation, that’s why every Kazakhstani should have the same functions and competencies 
as the functionality of modern technologies, IT literacy, English language skills and human identity in 
the era of modern technology”. 
According to this program, an increase in the proportion of schools providing inclusive 
education accounts for 70% of the total number of schools (currently 38%) which increases the 
proportion of schools with “unhindered access” to disabled children by 20% of the total school, from 
inclusive education it is expected that the proportion of children included in the program will increase 
by 50% of the total number of children with special needs in their development. 
In this way I want to tell little about «Inclusive education». Inclusive education is carried out in a 
common learning environment; that is, an educational setting where students from different 
backgrounds and with different abilities learn together in an inclusive environment. Common learning 
environments are used for the majority of the students’ regular instruction hours and may include 
classrooms, libraries, gym, performance theatres, music rooms, cafeterias, playgrounds and the local 
community.
Inclusive education implements the idea that all children should have equal access to education. 
The main feature of this methodology is that the child in this area is a person who needs training but 
has different levels of needs. Inclusive education examines a flexible approach to meet the needs of 
children with different characteristics.
At the same time with the problem of the organizing an inclusive education system and the 
important role of the student who fulfills his duties and is also included in the agenda the question 
about the comprehensive training of teachers. Special education for the inclusive education in the 
Republic of Kazakhstan is still not a fully developed point. The study of the conceptual foundations of 
this sphere and the educational, scientific, methodological, practical and educational mechanisms for 
its implementation is an urgent issue that is on the agenda. 
At the 48th International Conference on Education held by UNESCO (Geneva, 2008), 116 
countries presented national reports on their educational situation in their country. These reports show, 
on the one hand, the uniformity of the educational process, and on the other - interesting and 
innovative solutions for the possibility of using ICT in inclusive education. Thus, in the reviewed 

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reports the effectiveness of information and communication technologies (hereinafter referred to as 
“ICT”) is considered very little. It should be noted that the use of ICT is not considered a strategic goal 
of states as an effective method of integrating children with disabilities into the general educational 
environment. Nevertheless, the analysis of the use of ICT among graduates of pedagogical universities, 
working teachers and scientific research in this field shows that today’s professional training of future 
teachers is less likely to satisfy didactic needs in the process of inclusive education. In particular, it is 
difficult to say that the current level of training of future primary school teachers with the skills of 
using information and communication technologies fully meets the requirements of the modern school. 
At the same time this topic is an actual problem on the agenda. Consequently, in the context of the 
modern inclusive education, the urgency of promoting the use of information and communication 
technologies in the educational process of future primary school teachers is determined on the basis of 
the following contradictions between: 
- the high demand for the preparation of future primary school teachers for the use of 
information and communication technologies in conditions of inclusive education that meet all the 
requirements of modern society and the lack of the development of its theoretical and methodological 
foundations 
- the need to prepare future primary teachers for work in conditions of inclusive education 
knowing information and communication technologies and the lack of a model and program aimed at 
developing the future teacher in the pedagogical process. 
Tasks of the research: 
1. To define the theoretical basis for the use of information and communication technologies by 
teachers in primary schools in inclusive education 
2. To determine the psychological, pedagogical features of the preparation of future primary 
school teachers for the use of information and communication technologies in conditions of inclusive 
education. 
3. To develop a structural-content model for the preparation of future primary school teachers 
for the use of information and communication technologies in the context of inclusive education. 
4. To prepare and to develop recommendations for the implementation of the training of future 
primary school teachers in conditions of inclusive education to develop the methodology for using 
information and communication technologies and their effectiveness. 
Forecast research: taking into account the special needs of children and the requirements of the 
school system, we can predict the results of the preparation of future primary school teachers to use 
information and communication technologies in the context of inclusive education if you will be 
determined by the theoretical basis of preparation of the future teachers of initial classes on the basis of 
the use of ICT in conditions of inclusive education and the structural-content model has been created, 
the effectiveness of which will be confirmed and if experimentally proven special course program will 
be introduced in the teaching process of higher education, the quality of ICT skills in the conditions of 
inclusive education of future specialists will increase, since it will contribute to the formation of the 
necessary training of future elementary school teachers and meet the demands of modern society. 
The use of ICT for learning, or e-Learning, is a widely recognised term and refers to “a learner-
focused approach to the use of new multimedia technologies and the Internet to improve the quality of 
learning by facilitating access to resources and services, as well as remote exchanges and 
collaboration”. The report by the EC goes onto highlight the importance of digital literacy which in 
turn leads to digital competence. This it defines as “the confident and critical use of information 
society technology for work, leisure, learning and communication. It is underpinned by basic skills in 
ICT and the use of computers to retrieve, assess, store, produce, present and exchange information, and 
to communicate and participate in collaborative networks via the Internet”. The report notes that there 
are broad positive benefits of ICT for learning such as cognitive processing, independent learning, 
critical thinking and teamwork and that ICT enhances a studentcentred learning approach. However, 
while these benefits would lend themselves to new pedagogical approaches, the majority of teachers 
have not used ICT in such a way. If ICT has a positive impact on learning, it has yet to revolutionize 
processes at schools.” 

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