The Interrelationship between Teachers’ Beliefs and the Implementation of Inclusive Practices

Abstract

The purpose of this ethnographic study is to highlight the key concepts of inclusive educational practices for students with cognitive, emotional, and physical disabilities in Kazakhstan, a country where such a policy is still new and has yet to be fully implemented. While some educators believe in the urgency of implementing inclusive education, and some schools have already done so, contrasting opinions regarding the correct approach for teaching special needs students still exist and others perceive these changes as too drastic and expeditious. This study examines the interrelationship between the quality of teachers’ classroom practices towards their special needs students and their beliefs, values and attitudes towards inclusive education. The phenomenon of inclusive education was viewed through the lens of Lev Vygotsky’s (1980) social constructivist theory, which along with UNESCO guidelines on inclusion (2009), formed the basis of this study’s conceptual framework. The research participants were six teachers who were interviewed twice via semi-structured interviews, and then observed interacting with their students over a two-and-a- half month period. Document analysis formed a third data collection instrument. The findings revealed that, despite a lack of confidence regarding their knowledge of the most appropriate teaching methods required for teaching special needs students, these teachers embrace the concept of inclusion and its implementation.