This study addresses the potential of Applied Behavior Analysis (ABA) therapy as a
developmental and corrective support tool for children with special educational needs (SEN) in Kazakhstan.
While ABA has been widely studied internationally, its application within Kazakhstan’s inclusive education
framework remains limited, creating a gap between global scientific evidence and national practice: methodology
and Methods. The research employed a theoretical-methodological review, analyzing international behavioral
science literature and Kazakhstan’s national classification of SEN learners. Sources were selected to evaluate
how ABA principles can be adapted for three SEN groups: children with psychophysical impairments, children
with specific learning difficulties and behavioral-emotional problems, and children experiencing socio-cultural,
linguistic, or economic barriers. Results. The review established that ABA has a strong evidence base in autism,
intellectual disabilities, and behavior regulation, while also demonstrating promising applications in speech
and motor impairments, learning disorders, and culturally diverse populations. Despite this relevance, ABA
remains underutilized in Kazakhstan due to limited professional training, insufficient contextual adaptation,
and misconceptions about its scope beyond autism. Scientific novelty. The study contributes to the expansion of
ABA knowledge by contextualizing it within Kazakhstan’s SEN classification system and inclusive education
agenda. It extends the global discourse by demonstrating ABA’s applicability not only as a clinical intervention
but also as a pedagogical framework adaptable to diverse learner needs. Practical significance. The findings
underscore the necessity of localized ABA models, culturally responsive implementation, and integration of
behavioral strategies into teacher training programs. This approach can strengthen inclusive practices and
improve developmental and learning outcomes for children with SEN in Kazakhstan.