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
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Date
2023
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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
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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