INCLUSION SUPPORT RESOURCE ROOMS IN KAZAKHSTANI MAINSTREAM SCHOOLS: A MULTIPLE-CASE STUDY OF TEACHERS’ PERSPECTIVES

Abstract

As part of ongoing reforms aimed at expanding access to inclusive education in Kazakhstan, inclusion support resource rooms (ISRRs) have become an important mechanism within mainstream schools for supporting students with special educational needs and disabilities (SEND). However, the practical functioning of these rooms remains under-researched, particularly from the perspective of the teachers who work directly with them. To address this gap, this multiple-case study explored the operational dynamics of ISRRs in two state schools in Astana, Kazakhstan, guided by three research questions: (1) how teachers describe the functioning of ISRRs, (2) how they perceive their effectiveness, and (3) what challenges they face in using them. By employing qualitative methods, including focus group discussions and semi-structured interviews, the research focused on teachers’ lived experiences to provide a detailed understanding of how ISRRs operate to enhance the educational experience of students with SEND and the broader goal of inclusive education. The findings revealed that teachers described ISRRs as structured spaces where specialists work individually with students, offering support that is coordinated with their regular classroom schedules. Teachers noted the effectiveness of ISRRs in improving students’ social skills, behavioural development, and growing independence. However, overall academic improvements were described as limited. Several challenges were also identified, including financial constraints, staff shortages, and heavy workloads, as well as limited recognition of special education teachers’ qualifications, low salaries, inadequate training for teachers, and negative attitudes towards students with SEND from general education teachers. Based on these findings, the study concludes that ISRRs represent an important step towards inclusion, but their impact and effectiveness are constrained by systemic challenges. Increased investment in teacher training, policy revision recognising special education expertise, and ongoing awareness-raising efforts to address exclusionary attitudes within mainstream schools are recommended.