Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion

dc.contributor.authorMakoelle, Tsediso Michael
dc.date.accessioned2020-03-19T10:14:17Z
dc.date.available2020-03-19T10:14:17Z
dc.date.issued2020-01-26
dc.description.abstractKazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference.en_US
dc.identifier.citationMakoelle, T. M. (2020). Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion. SAGE Open. https://doi.org/10.1177/2158244020902089en_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/4535
dc.language.isoenen_US
dc.publisherSAGE Open.en_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectdiscourseen_US
dc.subjectinclusive educationen_US
dc.subjectinclusive languageen_US
dc.subjectinclusionen_US
dc.subjectlanguageen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleLanguage, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusionen_US
dc.typeArticleen_US
workflow.import.sourcescience

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