INITIAL TEACHER PREPARATION FOR INCLUSIVE EDUCATION IN KAZAKHSTAN: PRE-SERVICE TEACHERS' BELIEFS ABOUT STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND THEIR INCLUSION IN MAINSTREAM CLASSROOMS: A MIXED-METHODS

Loading...
Thumbnail Image

Date

2023

Journal Title

Journal ISSN

Volume Title

Publisher

Nazarbayev University Graduate School of Education

Abstract

The notion of inclusive education has become a widespread discussion topic and common practice internationally. Globally inclusion conveys the broad meaning of supporting and welcoming children’s diversity and meeting their varied individual needs (Ainscow, 2020; Graham, 2020). By bearing in mind the right of children to be educated without discrimination in schools, Kazakhstan is moving towards inclusion and spreading inclusive education in mainstream schools. Since signing the UN Convention on the Rights of Persons with Disabilities (UN CRPD) in 2008 and ratifying it in 2015, Kazakhstan has prioritised special and inclusive education. The inclusion of students with special educational needs (SEN) in mainstream schools is a key focus, as outlined in the State Programme for the Development of Education and Science for 2020-2025 (Ministry of Education and Science [MoES], 2019). However, there is a significant need for well-trained teachers and methodological support to promote inclusive education throughout Kazakhstani schools (MoES, 2019; 2021). To address this, understanding pre-service teachers' beliefs about inclusion is crucial for effectively implementing inclusive education policies and practices in secondary schools. This research, which examines pre-service teachers' beliefs regarding students with SEN and their inclusion, is grounded in critical realism. It offers a helpful framework for evaluating the underlying causes and mechanisms that result in certain beliefs. The study employed an explanatory sequential mixed-method design in two quantitative and qualitative phases. In the first phase of the study, the questionnaire that examines beliefs about students with SEN and future teachers’ self-efficacy and readiness to work in an inclusive environment was spread among pre-service teachers at 12 higher educational institutions in Kazakhstan. Then the qualitative phase of the study involved online semi-structured interviews with 12 pre-service teachers to explore their beliefs, concerns and suggestions regarding inclusive education and improvement of initial teacher education (ITE) for inclusion. The empirical findings of this study have the potential to contribute to the knowledge of inclusive education in Kazakhstan. The study provides insights that can inform policymakers in implementing educational reforms and improving teaching practices related to ITE for inclusion. This research also opens avenues for further exploration of pre-service teachers' beliefs about children with SEN and their inclusion in mainstream schools in Kazakhstan. Finally, this thesis offers several policy, practice, and future research suggestions to address the identified issues

Description

Keywords

Type of access: Embargo

Citation

Tussupbekova, G. (2023). Initial Teacher Preparation For Inclusive Education In Kazakhstan: Pre-Service Teachers' Beliefs About Students With Special Educational Needs And Their Inclusion In Mainstream Classrooms: A Mixed-Methods Study. Nazarbayev University Graduate School of Education

Collections