EXAMINING UNIVERSITY STAKEHOLDERS’ PERCEPTIONS AND EXPERIENCES WITH INCLUSIVE EDUCATION COURSES IN PEDAGOGICAL PROGRAMS

Abstract

This qualitative study aims to investigate the views and experiences of the university's stakeholders - specifically faculty members and administrative personnel - regarding the preparation and execution of inclusive education courses within pedagogical programs in Kazakhstan. Despite the increasing global emphasis on inclusive education as a means to advance equality in education, comprehension remains limited in the post-Soviet context concerning the design, teaching, and perception of such courses in higher education institutions, especially in teacher training programs. The research utilizes a phenomenological approach to explore the lived experiences of those directly engaged in developing and implementing inclusive education courses. Data were gathered through semi-structured interviews with faculty teachers and administrative staff from three public universities that provide teacher training programs. Thematic analysis was employed to uncover key patterns and meanings in the participants' narratives. The findings reveal that the inclusive education course is regarded as a significant and ethically important part of the undergraduate teacher training program's curriculum. However, its execution is seen as fragmented and lacking adequate support. Participants noted multiple challenges, including insufficient institutional backing, limited professional development opportunities, poor assimilation into curricula, and inadequate inter-faculty collaboration. Nonetheless, some positive aspects were acknowledged, such as faculty dedication, collaborations with NGOs, and practice-oriented teaching approaches. This study fills a gap in the empirical literature on inclusive education within Central Asian higher education institutions and offers a contextualized perspective on the current practices for implementing these courses. The experiences shared by educators and administrators provide valuable insights anticipated to aid professionals involved in developing and implementing inclusive education courses, ultimately helping to improve their effectiveness and relevance in training future teachers for success in an inclusive educational setting.