KEY METHODS AND TECHNOLOGIES OF INCLUSIVE FOREIGN LANGUAGE TEACHING (USING THE EXAMPLE OF THE REPUBLIC OF KAZAKHSTAN)

The article is devoted to ensuring equal access to quality foreign language education for students with special educational needs and disabilities in the higher education system of the Republic of Kazakhstan. The relevance of the topic is due to the modernisation of the industry, the need to implement the principles of accessibility and inclusiveness, as well as the insufficient provision of teachers with methodological resources, adapted materials and modern digital tools. The aim of the study is to conduct a comprehensive analysis of inclusive foreign language teaching methods and technologies, identify the difficulties and educational needs of students, and develop practical recommendations for creating an effective, accessible and supportive inclusive educational environment. The methodological basis includes an analysis of regulatory and legal documents, a theoretical and methodological analysis of scientific sources, a comparative analysis of modern pedagogical and digital technologies, and a survey of students. The novelty lies in a comprehensive consideration of the pedagogical, technological and organisational aspects of inclusive language education, as well as in the systematisation of modern assistive and digital tools applicable to students. The results of the study revealed key problems in inclusive education: a shortage of methodological resources, a lack of adapted materials, and insufficient teacher training. Effective technologies such as differentiated learning, project-based learning, communicative approach and universal design for learning are analysed. Based on the survey data the proposed recommendations are aimed at developing developing language competence, increasing motivation, engagement and successful socialisation of students.