PRIMARY SCHOOL TEACHERS’ EXPERIENCE IN WORKING WITH STUDENTS WITH NEURODIVERSITY AND HOW THEY INCLUDE THEM IN MAINSTREAM SCHOOL CLASSROOMS IN KAZAKHSTAN.

Abstract

As Kazakhstan promotes inclusive education, the effective inclusion of neurodiverse students in mainstream primary classrooms remains a challenge. While national policies support equity, many teachers feel unprepared to work with students with autism, ADHD, dyslexia, and other neurological differences. This study explores the experiences of primary school teachers in Kazakhstan, focusing on how they include neurodiverse students in their classrooms. Using a qualitative, phenomenological design, semi-structured interviews were conducted with 10 teachers from urban mainstream schools. Findings show that teachers face barriers such as limited training, lack of resources, and minimal specialist support. Despite these challenges, they apply adaptive strategies like differentiated instruction, peer support, and collaboration with colleagues. Teachers also emphasized the importance of ongoing professional development and stronger institutional support.