The article review of features in the implementation of inclusive education Kazakhstan

Күнтуғанова Динара Қайсарқызы, студент- магистрант, Жетысуский университет им. Ильяса Жансугурова, Казахстан, Жетысуская область, г. Талдыкорган.

The article review of features in the implementation of inclusive education Kazakhstan

The article review of features in the implementation of inclusive education Kazakhstan

Inclusive education, as a modern global trend, aims to ensure equal access to quality education for all children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. Kazakhstan, following the international commitments outlined in the UN Convention on the Rights of Persons with Disabilities, ratified in 2015 [1], has actively embarked on the process of introducing inclusive education within its national educational system. The successful implementation of inclusion is crucial for fostering social integration and enhancing the human capital of the country [2].

The implementation of inclusive education in Kazakhstan is based on several key legal documents. The Constitution of the Republic of Kazakhstan (Article 30) guarantees the right to education for all citizens [3]. The Law "On Education," updated in 2007 with subsequent amendments, introduces the notion of inclusive education and outlines the state’s responsibilities in its provision [4]. The Concept for the Development of Inclusive Education for 2015–2025 serves as a strategic document, aiming for 70% of general education schools to become inclusive by 2025 [5]. Furthermore, Kazakhstan has adopted the State Program for the Development of Education and Science for 2020–2025, which includes specific targets related to expanding inclusive practices across educational institutions [6].

Kazakhstan has made significant progress in creating an infrastructure supportive of inclusion. More than 2,000 resource rooms have been established across the country to support children with special educational needs (SEN) [7]. Psychological-Medical-Pedagogical Consultations (PMPCs) and Psychological-Pedagogical Correctional Offices (PPCOs) provide comprehensive diagnostic and rehabilitative services [8]. Specialized modules on inclusive pedagogy are incorporated into teacher education programs [9], and short-term and long-term courses enhance teachers' competencies in differentiated instruction, adaptive teaching methods, and the use of assistive technologies. Active work by governmental bodies and NGOs, such as the Association of Parents of Disabled Children, has helped raise societal awareness about the importance of inclusive education [10]. In addition, international organizations such as UNICEF and UNESCO have partnered with the Ministry of Education to implement pilot projects introducing inclusive models in selected schools [11].

Despite positive developments, several significant challenges persist. Many schools, particularly in rural areas, are still physically inaccessible to students with disabilities due to the lack of ramps, elevators, and adapted sanitary facilities [12]. There remains a shortage of qualified special education teachers, speech therapists, psychologists, and other specialists essential for supporting inclusion [13]. Existing curricula are often rigid and do not sufficiently accommodate the diverse needs of SEN students [14], while standardized assessments sometimes fail to reflect the real progress of these learners. Stigma and stereotypes concerning disabilities remain prevalent among parents, teachers, and students, creating barriers to full integration [15]. The allocation of financial resources for inclusive education remains insufficient, impacting the availability of specialized equipment, learning materials, and additional staff [16].

Nevertheless, some Kazakhstani schools have successfully implemented best practices that could serve as models. General and special education teachers work collaboratively in classrooms, designing lessons accessible to all learners [17]. Individualized Education Programs (IEPs) are developed for students with significant needs, ensuring personalized learning trajectories [18]. The application of speech-to-text software, tactile materials, and alternative communication devices has expanded accessibility [19].

To achieve sustainable progress in inclusive education, Kazakhstan should prioritize further infrastructure adaptation to ensure that all educational facilities comply with universal design standards [20]. It is essential to expand professional development programs for all educational staff, focusing on inclusive competencies [21]. Developing modular curricula and adaptive assessment tools suited to diverse learners [22] and strengthening partnerships with parents, NGOs, and local communities [23] are critical for fostering a more inclusive culture. Additionally, establishing comprehensive indicators to monitor inclusive education practices and outcomes systematically [24] is vital.

Kazakhstan has made commendable strides in promoting inclusive education, aligning its efforts with international standards and responding to the educational needs of all learners. However, systemic challenges must be addressed to ensure that inclusion becomes a practical reality rather than an aspirational goal. A holistic, multisectoral approach involving government, educational institutions, civil society, and families is essential for building an inclusive society where every child has the opportunity to thrive.
 

References

1. United Nations. Convention on the Rights of Persons with Disabilities. 2006. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html

2. Slee, R. Inclusive Education: A Framework for Reform. International Journal of Inclusive Education, 2011.

3. Constitution of the Republic of Kazakhstan. 1995. https://www.akorda.kz/en/official_documents/constitution

4. Law of the Republic of Kazakhstan "On Education", No. 319-III, 2007. https://adilet.zan.kz/eng/docs/Z070000319_

5. Concept for the Development of Inclusive Education in the Republic of Kazakhstan for 2015–2025. Ministry of Education and Science, 2015.

6. State Program for the Development of Education and Science of the Republic of Kazakhstan for 2020–2025. https://www.gov.kz/memleket/entities/edu/documents/details/187223

7. Ministry of Education and Science of the Republic of Kazakhstan. Annual Report, 2023.

8. UNICEF Kazakhstan. Inclusive Education Country Profile, 2022. https://www.unicef.org/kazakhstan/en

9. UNESCO. Teacher Training for Inclusive Education: A Guide for Policy Makers. 2015.

10. Association of Parents of Disabled Children (ARDI). Inclusive Education Initiatives Report, 2022.

11. UNICEF and UNESCO Joint Pilot Projects Report. Kazakhstan, 2021.

12. Omarova, A. Challenges of Physical Accessibility in Kazakhstani Schools. Education and Science Journal, 2022.

13. Zhansugurova, R. Special Education in Kazakhstan: Current Status and Prospects. Eurasian Journal of Education, 2023.

14. Bekturova, G. Adapting Curriculum for Inclusive Education. KazNU Bulletin, 2022.

15. Yerzhanova, S. Public Perceptions of Disability and Inclusion. Central Asian Review of Social Sciences, 2021.

16. UNICEF Kazakhstan. Budget Analysis for Inclusive Education, 2022.

17. Iskakova, A. Co-Teaching Practices in Inclusive Classrooms. Eurasian Journal of Educational Research, 2023.

18. Ministry of Education and Science of Kazakhstan. Methodological Guidelines for Individualized Education Programs, 2021.

19. UNESCO. Assistive Technologies in Inclusive Classrooms: Global Best Practices. 2020.

20. Nurlybekova, M. Universal Design in Educational Institutions. Journal of Architectural Education, 2022.

21. OECD. Strengthening Teacher Capacities for Inclusive Education. Country Report: Kazakhstan, 2021.

22. Akhmetova, A. Modular Curricula for SEN Students. Educational Reforms in Kazakhstan, 2022.

23. UNESCO. Community Engagement for Inclusive Education: A Policy Framework. 2020.

24. UNICEF. Inclusive Education Monitoring and Evaluation Toolkit. 2021.