The article examines the role of political parties and social networks in the implementation of inclusive education policy in Kazakhstan. Inclusive education is approached not only as a pedagogical arrangement, but also as a matter of social justice, civic oversight and the transparency of public policy. The empirical basis of the study includes national legal and policy documents, programmatic statements and public communication of political parties, reports of the Ministry of Education and international organizations, and search-interest dynamics from Google Trends. The study applies documentary analysis, content analysis and a comparative descriptive approach. The findings show that political parties usually address inclusion through the broader agendas of educational quality, infrastructure, social protection and support for parents. At the same time, party documents do not always contain clear indicators, monitoring mechanisms or measurable commitments related to learners with special educational needs. Social networks increase public visibility, reveal local problems more quickly and provide feedback to public authorities; however, they cannot be treated as a fully representative measure of public opinion. The article concludes that the development of inclusive education requires regular civic monitoring based on open data and sustained dialogue among political parties, civil society organizations, parents’ associations, educational institutions and state bodies.