THE STATE OF INCLUSIVE EDUCATION IN KAZAKHSTAN

ABSTRACT

From early legislative attempts in 2002 to more recent modifications in 2021, this article explores the present status of inclusive education in Kazakhstan. Issues like teacher readiness, social acceptance, inadequate infrastructure, and worries from parents of students with disabilities still exist despite major legal and legislative changes. This study identifies important obstacles and suggests workable solutions to promote a more inclusive learning environment through a review of the literature and qualitative research conducted in Arkalyk. Comprehensive teacher training, public awareness initiatives, infrastructure upgrades, and strong anti-bullying regulations are among the recommendations.

Keywords: inclusive education, Kazakhstan, disabilities, teacher training, public awareness, infrastructure, anti-bullying policies.

Introduction

Overview The goal of inclusive education in Kazakhstan is to give all students, including those with disabilities, the chance to learn in the same setting. Kazakhstan has made great strides towards developing an accessible educational system throughout the last 20 years. The nation has created adaptable educational programs that are suited to the requirements of all students and put in place legal frameworks that ensure students with special needs have the opportunity to attend regular schools. The government has also made an effort to Increase public understanding of the advantages of inclusive education for both society at large and students with disabilities. Kazakhstan keeps changing its laws and procedures to guarantee that all students, regardless of ability, may get the education they are entitled to. This article looks at the nation’s continued progress towards inclusive education, institutional reforms, and legislative initiatives.

Literature review

In our nation, the process of integrating students with disabilities into a regular classroom setting started in 2002. Among the CIS nations, Kazakhstan was the first to enact the Law “On Social, Medical and Pedagogical Support for Children with Disabilities” that same year. The topic of early education for students with impairments was taken into consideration within the parameters of this law. It was intended to offer them medical, social, and educational assistance…

The "State Program for the Development of Education for 2011-2020” was the first document to address the topic of inclusive education. The issue raised by this program is that inclusive education explicitly acknowledges each student’s equal rights, gives them the chance to engage in group activities, and helps them acquire the social skills they need. A general educational procedure that considers the requirements of all students and guarantees the education of students with special needs is created through inclusive education. The old and evolving forms of special education are not replaced by this kind of instruction; rather, it strengthens them. Students with impairments are given the chance to succeed in their studies and are encouraged to do so through an inclusive approach. Students with disabilities are given the chance to live better lives and are encouraged to succeed academically through an inclusive approach…

The Law "On Amendments and Additions to Certain Legislative Acts of the Republic of Kazakhstan on Inclusive Education” was signed by President Kassym-Jomart Tokayev on June 26, 2021. Considering each student’s unique developmental features, the state must establish the conditions necessary for students with special educational needs to receive instruction within the educational system (Article 8, Clause 1-1). Students with disabilities are being served via special education programs. According to Article 26, Clause 2, educational institutions that provide preschool and secondary education are required by law to accept all students residing in their service area, including those with special educational needs.

Methodology

According to the report, Kazakhstan has over 160 thousand students with disabilities that require inclusive education. Just 23% of them take part in this kind of learning. In other words, they are educated in school. Additionally, 77% of people are not prepared for full schooling. In Arkalyk, I questioned the locals about why 77% of children with disabilities do not receive a full education. As a result:

Picture 1. Survey results.

As we can see, the vote of the population showed the type of problems encountered in inclusive education in Kazakhstan. They are: Lack of specialists 40%; Unacceptability of society 60%; Lack of materials in inclusive education 50%; Lack of infrastructure 50%; Lack of funding 40% For these reasons, Inclusive Education is not fully implemented in our country.

Discussion

Special education teachers, therapists, and support personnel who are qualified to assist pupils with a range of needs are in limited supply. Training Programs: Create and broaden special education training programs for prospective and practicing teachers. Professional Development: To improve teachers’ abilities in inclusive education, provide them with frequent opportunities for professional development. Incentives: To entice people to work in special education, offer incentives including scholarships, loan forgiveness, and competitive pay. Biases and negative societal attitudes might make it more difficult for kids with disabilities to be accepted and integrated. Awareness Campaigns: To dispel stigma and inform the public about the advantages of inclusive education, launch awareness campaigns. Community Engagement: To promote a more inclusive perspective, include parents, local authorities, and organisations in workshops and conversations. Positive Representation: To alter views, highlight and disseminate success stories of students and schools that have benefited from inclusive education.

Resources and educational tools that are suitable for all pupils, including those with impairments, are insufficient. Resource Development: Make an investment in the production and dissemination of inclusive teaching resources, including digital content, adaptive tools, and textbooks. Cooperation: To guarantee availability and quality, collaborate with groups that focus on creating inclusive educational materials.3. Teacher Resources: Give educators access to online resources and libraries that provide inclusive lesson plans and instructional materials. Many schools lack the facilities—like accessible classrooms, toilets, and playgrounds—that are required to serve kids with disabilities. Improvements to the facilities: Make an investment in modernising school buildings to satisfy accessibility requirements, such as installing accessible restrooms, elevators, and ramps. Inclusive Design: Make certain that inclusive design concepts are incorporated from the outset into both new school construction and restorations. Funds & Grants: To promote inclusive infrastructure upgrades, apply for government grants and funds. The implementation and sustainability of inclusive education programs are hampered by a lack of finance.Government Funding: Promote more government funds set aside expressly for programs promoting inclusive education. Private Sector Partnerships: Look for alliances with companies and private groups that are prepared to make investments in inclusive education.Fundraising: To produce more funds for inclusive education initiatives, plan fundraising activities and campaigns.

Conclusion

With the passage of the “On Social, Medical and Pedagogical Support for Children with Disabilities” law in 2002, Kazakhstan started integrating disabled students into mainstream classrooms. The groundwork for inclusive education was established by this law. Its significance was also underlined in the “State Program for the Development of Education for 2011-2020.” There are still issues in spite of these attempts. Out of the 160,000 disabled pupils, just 23 percent take part in inclusive education. Although schools are required by the 2021 amendment to the Law on Inclusive Education to accept all pupils, challenges still exist, such as a shortage of professionals, societal rejection, a lack of finance, bad facilities, and inadequate resources. Kazakhstan must boost community involvement, promote knowledge, and broaden professional development in order to overcome these problems. To establish a conducive atmosphere for inclusive education, financial, infrastructural, and resource investments are essential. Kazakhstan can guarantee that every student has the chance to thrive academically and enjoy satisfying lives with focused interventions and tenacious efforts.

References:

1. "Content and methodology of inclusive education" M. Ospanbayeva, 2019, Almaty Publishing House (pp. 10, 19)
2. Law "On social and medical-pedagogical support of children with disabilities" (Law of the Republic of Kazakhstan, 2002, April 12)
3. "State program for the development of education for 2011-2020" "Program adopted by the Republic of Kazakhstan in 2011)
4. Law of the Republic of Kazakhstan on education (On amendments to some legislative acts of the Republic of Kazakhstan on issues of inclusive education, 2021, June 26 (Article 8, p. 1-1; Article 26, p. 2)