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2IMPLEMENTING INCLUSIVE EDUCATION THROUGH MAINSTREAMING IN KAZAKHSTANI SECONDARY SCHOOLS
ASSANOVA ASSEL KARLYBAEVNA
Head of the Department "Foreign Language: Two Foreign Languages" at Arkalyk Pedagogical Institute named after I.Altynsarin, MA in Education; Arkalyk, Kazakhstan
KONYSKARA ZHUBANYSH ORAZBEKKYZY
Student of the educational program "English" at Arkalyk Pedagogical Institute named after
I.Altynsarin, Arkalyk, Kazakhstan
Annotation. This article investigates the implementation of inclusive education through mainstreamingpractices in Kazakhstani secondary schools, focusing on both urban and rural areas. It examines how effectively students with special educational needs (SEN) are integrated into mainstream classrooms and assesses the impact of current education policies, teacher training programs, and accessibility resources. By analyzing data collected from school administrators and teachers, the study highlights significant challenges and successes in creating inclusive environments. Findings indicate that while educational integration is advancing in Kazakhstan legislatively, difficulties in simple mainstreaming persist. Key recommendations emphasize the need for strengthened policy support, improved teacher training, and increased accessibility to foster a fully inclusive education system. This paper offers valuable insights for policymakers and educators on enhancing inclusive education for all students in Kazakhstan.
Keywords: Inclusive education, mainstreaming, Kazakhstani education, urban-rural disparities pupil with special educational needs (SEN), teacher training, education reform, social integration, accessibility.
Inclusive education is a cornerstone of modern educational reform, seeking to ensure that all students, regardless of their abilities or needs, are provided equitable access to quality education. This approach promotes the integration of students with special educational needs (SEN) into general classrooms, a practice widely known as mainstreaming. The goal of mainstreaming is to foster social inclusion, improve learning outcomes for all students, and challenge traditional notions of segregation in education.
The basis for inclusive education in Kazakhstan is laid out in crucial legal and strategic frameworks, such as the Law of the Republic of Kazakhstan on Education [1] and the State Program for the Development of Education and Science (2020-2025). These initiatives reflect the nation's commitment to providing all learners, including those with special educational needs (SEN), with equal opportunities for high-quality education in inclusive environments. In recent times, Kazakhstan's educational landscape has undergone a profound transformation, mirroring the nation's political, social, and economic progress. At the heart of these changes lies a shift from traditional, standardized teaching methods to a more student-centered approach. This evolution underscores the need for educational systems to be adaptable, creative, and responsive to the ever-changing world.
Inclusive education plays a pivotal role in this transformation, championing diversity and equality within the classroom. By embracing this approach, Kazakhstan not only advances its domestic educational policies but also aligns with global standards, demonstrating its commitment to fostering innovation and inclusivity. Moreover, this model emphasizes the importance of creating environments that empower both educators and students to embrace change and collaborate effectively, thereby enhancing the overall quality of education. Inclusive education is based on the principle that all children, regardless of their physical, intellectual, or emotional capabilities, have the right to participate fully in the education system. This model shifts away from segregation or specialized institutions, advocating for integrated learning environments that accommodate diverse needs. [2,p 78]
Mainstreaming is a key strategy within inclusive education, involving the placement of SEN students in general education classrooms. This approach emphasizes collaboration between educators, individualized support, and modifications to curriculum and teaching practices to ensure accessibility and equity. [3,p 114.] In Kazakhstan, mainstreaming is a relatively new practice and represents a significant departure from traditional education systems that relied heavily on specialized schools or home-based learning for children with SEN.
The proportion of children with disabilities participating in specialized educational programs is only 41.4%. The percentage of multimedia equipment in special needs organizations ranges from 35 to 60%. The full realization of equal rights for children with disabilities and disabled children to receive high-quality education is not achieved, only 23% of children with SEN are currently integrated into mainstream classrooms.. The lack of implementation of inclusive education is due to insufficient public awareness and the limited use of media to promote the concept of inclusive education. This disparity points to systemic issues in the practical application of inclusive education. [4,p 197]
Resource disparities represent a critical barrier to the successful implementation of inclusive education in Kazakhstani secondary schools. These disparities are evident in both physical infrastructure and the availability of educational tools, particularly between urban and rural areas.
Infrastructure Gaps .Urban schools in Kazakhstan are better equipped with the physical infrastructure needed to support students with SEN. For example, schools in major cities such as Almaty or Astana are more likely to have ramps, elevators, and accessible restrooms, which are essential for students with mobility challenges. Additionally, urban schools often have designated resource rooms where students can receive individualized support. In contrast, many rural schools lack even basic accommodations. Interviews with teachers revealed that in remote areas, school buildings often have multiple floors but no elevators, making it nearly impossible for students in wheelchairs to attend classes beyond the ground floor. Furthermore, accessible restrooms are rare, forcing many students to either rely on assistance or forego basic needs during the school day. One teacher shared an example of a rural school where a ramp was constructed, but it was too steep to be usable, highlighting the lack of adherence to accessibility standards.
Educational Resources. The availability of educational resources for SEN students is another area of concern. Urban schools benefit from relatively better access to assistive technologies, such as screen readers, braille printers, and audio learning tools. For instance, some schools in cities have implemented pilot programs with tablets equipped with specialized software for students with visual or hearing impairments. However, these resources are virtually non-existent in rural areas. Teachers in rural schools frequently reported relying on outdated textbooks and improvised methods to accommodate students. For example, a rural teacher described creating large-print materials manually for a visually impaired student because no formal resources were available. Similarly, students who rely on sign language often face a lack of trained interpreters, leaving them with limited access to classroom instruction.
Transportation Challenges. Transportation is another resource-related challenge, particularly in rural regions. In urban areas, public transport systems are increasingly being made accessible to individuals with disabilities. However, rural areas lack such infrastructure, and students often face significant challenges in simply reaching school. Families may need to arrange private transportation, which can be prohibitively expensive, or students may rely on assistance from others to navigate poorly maintained roads and pathways.
Technology Divide. The digital divide further compounds resource disparities. Urban schools have greater access to internet connectivity and digital devices, which are essential for implementing modern teaching methods and providing online resources for SEN students. Conversely, many rural schools operate with minimal technological support, and students in these areas are often excluded from digital learning opportunities. During the COVID-19 pandemic, this divide became even more pronounced, as rural schools struggled to facilitate remote learning for SEN students due to a lack of devices and reliable internet connections.
An urban school in Astana demonstrated how resources can transform educational outcomes. The school implemented a program providing visually impaired students with e-readers and large-print materials. Students in this program showed marked improvements in academic performance and classroom engagement.
In North Kazakhstan, rural schools often face significant challenges in supporting students with mild and moderate hearing impairments due to a lack of essential resources and trained personnel. For instance, one rural school reported a case where a student with hearing impairments struggled to access quality education. Without a sign language interpreter or assistive technology, the student had to rely on written notes and lip-reading to follow lessons, resulting in limited engagement and understanding. Teachers from the region highlighted similar difficulties, with one stating, "We're committed to helping our students, but the lack of interpreters and specialized training severely limits what we can achieve."
Interdisciplinary approach. The role of teachers is critical to the success of mainstreaming, yet many educators in Kazakhstan feel unprepared to address the diverse needs of their students. While the government has made strides in expanding training programs for defectologists (specialists in SEN education), professional development opportunities for general education teachers remain insufficient. Many teachers lack formal training in inclusive teaching strategies, leaving them to navigate the challenges of diverse classrooms largely on their own.
Interviews with teachers highlighted the reliance on personal initiative and informal networks to overcome these challenges. A teacher from a rural school in North Kazakhstan shared how they sought advice from colleagues online and adapted teaching materials through trial and error. However, these efforts are neither standardized nor scalable, reflecting a systemic gap in professional development infrastructure. In rural areas, where access to professional training is even more limited, educators often feel isolated and unsupported, which exacerbates their struggle to implement inclusive practices effectively. Interdisciplinary collaboration could play a transformative role in addressing these gaps. By involving professionals from various fields—such as psychologists, speech therapists, and social workers—schools can provide holistic support for students with SEN. However, such collaborations are rare, especially in rural schools, due to a lack of specialists and insufficient awareness about the benefits of an interdisciplinary approach.
Social integration. Balancing the needs of students with SEN with those of their peers presents significant challenges for teachers in mainstream classrooms. Managing a diverse group of learners requires not only advanced pedagogical skills but also additional support, such as teaching assistants or specialized staff. Yet, many classrooms in Kazakhstan, particularly in rural areas, operate with minimal or no additional support. Teachers reported feeling overwhelmed by the dual responsibility of delivering quality instruction and ensuring that SEN students receive the individualized attention they need.
Social integration is another complex aspect of mainstreaming. While many students demonstrate a willingness to accept their peers with SEN, misunderstandings and occasional exclusion still occur. This is often due to a lack of awareness and opportunities to interact meaningfully with SEN students. For instance, teachers shared instances where group activities inadvertently isolated SEN students due to differences in communication styles or abilities.
Addressing these issues requires a school-wide approach. Programs that foster empathy, cooperation, and inclusivity among all students can help create a more supportive environment. Initiatives such as peer mentoring, inclusive sports activities, and awareness campaigns have shown promise in other contexts and could be adapted for Kazakhstan. Additionally, integrating concepts of inclusivity into the standard curriculum could help normalize diversity and reduce instances of exclusion.
Interdisciplinary approaches also hold potential for improving classroom management and social integration. For example, collaboration between teachers, school psychologists, and parents can help develop individualized strategies that accommodate the needs of SEN students while
promoting harmony within the classroom. By leveraging diverse expertise, schools can create a more inclusive environment that benefits all students.
Findings from Interviews. Qualitative interviews with school administrators and teachers
Legislative Progress Inadequate Training Resource Limitations Cultural Shifts Needed
Respondents acknowledged that policies supporting inclusive education represent a positive step forward. Teachers emphasized the need for more comprehensive and ongoing professional development programs. Both urban and rural schools face challenges in accessing the tools and infrastructure needed for inclusion, though rural schools are disproportionately affected. Administrators highlighted the importance of changing social attitudes toward disability and inclusion to support long-term success.
Recommendations for Enhancing Mainstreaming. Based on the findings, several
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Expand and Enhance Teacher Training - Integrate inclusive education modules into teacher preparation programs at universities to ensure educators are equipped with theoretical and practical knowledge for inclusive classrooms. - Provide regular professional development opportunities focused on practical strategies for managing diverse classrooms, including differentiated instruction, individualized education plans (IEPs), and assistive technology integration.
Improve Accessibility and Infrastructure - Allocate targeted funding to ensure all schools meet accessibility standards, including physical adaptations for students with mobility impairments, such as ramps and accessible facilities. - Increase the availability of assistive technologies (e.g., screen readers, braille printers, hearing aids) and adaptive learning resources to support SEN students in mainstream classrooms.
Strengthen Policy Implementation - Develop clear, actionable guidelines for schools to follow in implementing inclusive education, ensuring consistency in policies and practices across all educational institutions. - Establish monitoring and accountability mechanisms to ensure that schools adhere to inclusive education policies and that there is consistent compliance with accessibility standards and best practices.
Foster Community and Parental Engagement - Conduct awareness campaigns to educate parents and communities about the benefits of inclusive education, emphasizing its role in enhancing social integration and equal opportunities for all students. - Facilitate workshops, dialogues, and forums to address concerns and misconceptions about inclusive education, fostering a more supportive environment for SEN students both in and outside the classroom.
Support Collaborative Practices - Encourage team teaching and peer support networks among educators to share expertise, resources, and strategies, facilitating a collaborative approach to inclusive education. - Promote partnerships between schools and specialized support services (e.g., psychologists, speech therapists, social workers) to provide holistic support and enhance classroom practices for SEN students.
The implementation of inclusive education through mainstreaming in Kazakhstani secondary schools presents both significant challenges and opportunities for improvement. While the legal framework has evolved to support the integration of students with SEN, several systemic barriers
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persist that hinder the full realization of these goals. The disparity in resource availability between urban and rural schools, the lack of sufficient teacher preparation and professional development, and the challenges associated with classroom management and social integration remain critical obstacles to effective mainstreaming.
Despite these challenges, the move towards inclusive education represents a pivotal step towards creating an education system that is more equitable, diverse, and responsive to the needs of all students. The interviews conducted with teachers and school administrators reveal that while progress has been made, particularly in urban areas, much work remains to be done to ensure that SEN students in rural and underserved areas receive the support they need. The disparity in access to assistive technologies and specialized training, compounded by limited support for teachers, points to the urgent need for a more comprehensive and targeted approach to teacher training, policy implementation, and resource allocation.
To address these challenges, the study emphasizes the importance of several key actions: enhancing teacher preparedness through comprehensive, ongoing professional development; improving accessibility and infrastructure to meet the diverse needs of students; and ensuring that policies are clear, actionable, and consistently implemented across all schools. Furthermore, fostering greater community and parental engagement is critical to building a more inclusive culture both inside and outside the classroom. Collaborative practices, involving interdisciplinary teams of educators and specialists, must also be expanded to provide holistic support for students with SEN.
In conclusion, while Kazakhstan has made strides in embracing inclusive education, the road ahead requires continued investment in resources, training, and policy development to bridge the gaps that persist between urban and rural schools. The recommendations provided in this study serve as a roadmap for policymakers and educators to address these disparities and foster an education system that truly accommodates the needs of all students. By focusing on improving teacher preparedness, infrastructure, policy implementation, and community involvement, Kazakhstan can move closer to achieving its vision of an inclusive, accessible education system for every student, regardless of their abilities or background.
1. The Law of the Republic of Kazakhstan "On Education" https://online.zakon.kz/Document/?doc_id=30118747&pos=297;-35#pos=297;-35
2. Alipbek A.Z , Balazhanova Zh.B , Zhumadilla M.K, Muratbek B.M , Sagynbek S.D , Eradilova G.A . (2023) The current state of inclusive education in the Republic of Kazakhstan
3. Budh Singh, Abhishek Kumar Prajapati. (2021). Inclusive education.
4. Anara Alipbayeva (2013) Inclusive education in Kazakhstan: selected issues.
LITERATURE
