Exploring Kazakhstani General Education Teachers’ Attitudes towards Inclusive Education

Abstract

Classroom teachers play a crucial role in educational process therefore their positive attitude towards inclusive education is the main key point in its successful implementation. The purpose of this research is to investigate general education teachers’ attitudes towards the inclusion of children with special educational needs in mainstream schools in the northern part of Kazakhstan. The study addresses two research questions: what teachers’ general attitudes towards inclusive education are and what teacher-related variables are associated with teachers’ attitudes towards inclusion. Mixed research methods were employed for the study. The quantitative data was collected via online survey with the use of the Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) Scale (Forlin, Earle, Loreman and Sharma, 2011). The qualitative data was collected in the form of one-on-one semi-structured interviews that provided detailed and context-specific data. The research revealed that overall, general education teachers’ attitudes towards inclusive education in the northern part of Kazakhstan are neutral. It means that teachers do not express a strong desire or reluctance to work with children with special educational needs. Teachers’ gender does not influence their attitudes as research showed, however their experience working with students with disabilities do play an essential role in the work making teachers more confident and promoting more positive attitudes towards inclusion. The research findings highlight the need for more in-service trainings for general education teachers. This research is relevant for university students, teachers, and scholars exploring the same topic of teachers’ attitudes towards inclusive education. The results might be beneficial for future policy guidance and useful to develop some particular strategies which can promote positive attitudes among teachers....