THE ATTITUDES OF DEFECTOLOGISTS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN KYZYLORDA

Abstract

In Kazakhstan, inclusive education is implemented through accommodating learners with special educational needs and disabilities (SEND) in inclusive classrooms within mainstream schools and in specialized settings. Special education teachers, generally known as defectologists due to the Soviet correctional background of dealing with disability, work with students in those settings. They are believed to be one of the key stakeholders in the existing inclusive initiatives as the country moves toward inclusion. This qualitative study aimed to explore the experiences of defectologists in Kyzylorda and their attitudes toward the implementation of inclusive education. The research investigated defectologists’ understanding of inclusive education, their awareness of inclusive education reforms, challenges and concerns encountered in their practice and how defectologists perceive their role within the current inclusive policies. Semi-structured interviews were conducted with ten defectologists working in mainstream schools. The findings indicate that several defectologists understand inclusive education as integrating students with SEND in mainstream education, whereas more than half of the participants are aware of its broad international definition. In addition, the study found that defectologists are well aware of the current inclusive policies in the country; however, the lack of an official source of information providing timely updates on changes in their field was stressed by participants. Furthermore, participants identified the professional competency of defectologists in the city, scarcity of comprehensive methodological support and attitudes in society as significant barriers to implementing inclusive education. The findings suggest that defectologists hold positive attitudes towards educating students with SEND in regular classrooms and are willing to work as their teachers and consultants to general education teachers. The present study emphasizes the need for better coordination of the implementation of inclusive education in Kyzylorda by stakeholders at the oblast and ministerial levels. Moreover, further large scale study on the attitudes and knowledge of other parties involved in inclusive education is recommended. Keywords: inclusive education, defectologists, special education teachers.