Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion
| dc.contributor.author | Makoelle, Tsediso Michael | |
| dc.date.accessioned | 2020-03-19T10:14:17Z | |
| dc.date.available | 2020-03-19T10:14:17Z | |
| dc.date.issued | 2020-01-26 | |
| dc.description.abstract | Kazakhstan 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.citation | Makoelle, T. M. (2020). Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion. SAGE Open. https://doi.org/10.1177/2158244020902089 | en_US |
| dc.identifier.uri | http://nur.nu.edu.kz/handle/123456789/4535 | |
| dc.language.iso | en | en_US |
| dc.publisher | SAGE Open. | en_US |
| dc.rights | Attribution-NonCommercial-ShareAlike 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/us/ | * |
| dc.subject | discourse | en_US |
| dc.subject | inclusive education | en_US |
| dc.subject | inclusive language | en_US |
| dc.subject | inclusion | en_US |
| dc.subject | language | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
| dc.title | Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion | en_US |
| dc.type | Article | en_US |
| workflow.import.source | science |