EXPLORING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN KAZKAHSTANI PRIVATE SCHOOLS IN ASTANA

Abstract

Focusing on finding challenges and successes in their application, this thesis looks at how inclusive education policies are carried out at private schools in Astana, Kazakhstan. The study aims to investigate the degree to which inclusive education policies are being incorporated into school practices as well as the factors influencing their efficacy. An interpretative paradigm was adopted, employing a qualitative research approach. Data gathering tools for the study are document analysis and semi-structured interviews. Data came from six people—including school administrators and teachers from two private schools in Astana. Relevant policy documents and school reports were also analyzed by means of document analysis to triangulate the data and offer a thorough knowledge of the practices in place. The data were analyzed using thematic analysis to identify common themes and patterns. The study's findings revealed two main conclusions: 1) Although both schools demonstrate a dedication to inclusive education, they confront multiple challenges that prevent the successful application of inclusive education approaches, such as a lack of financing, poor training for teachers, and inconsistent leadership support. 2) Despite these challenges, there are considerable successes in differentiated instruction, individualized learning plans, and the use of assistive technologies, which have contributed positively to the inclusivity of the learning environment. The study suggests that in order to guarantee the more effective implementation of inclusive education policies, professional development programs for teachers should be enhanced, leadership involvement should be strengthened, resource allocation should be improved, and greater collaboration with parents should be fostered, as a result of these findings.