At the present stage of the reform of the education system, every general education institution
should accept and meet the special educational needs of all students, i.e. it should be inclusive.
Because the number of students entering inclusive classes is increasing, the education of children
with special educational needs is becoming an urgent educational issue. Teachers working with
these students have trouble for several reasons. This study aimed to investigate the possibilities of
improving students' pedagogical skills in the context of inclusive education in chemistry. The
pedagogical experiment was conducted in the secondary school 73 in Karaganda from 18 January
2022 to 3 April 2022. 8 "A" class was the control class and 8 "B" class was the experimental class.
Three students, recommended by the chemistry teacher were selected for the pedagogical
experiment and observed throughout the experiment. The students participated in the inclusive
education programme and were assigned to the experimental class 8 'B'. According to the results of
the final test, the quality of knowledge of the students in the experimental class with inclusive
students increased by 4.6% in chemistry.