INTERSECTIONALITY OF GENDER AND SEN IN INCLUSIVE EDUCATION: A CRITICAL ANALYSIS OF KAZAKHSTAN’S POLICY IN INTERNATIONAL CONTEXTS

Abstract

This thesis critically analyzes Kazakhstan’s inclusive education policies through the lens of intersectionality, focusing specifically on the overlapping dimensions of gender and special educational needs (SEN). Grounded in a Critical Policy Analysis (CPA) framework by Fischer et al. (2007), the study examines national legal and policy documents alongside key international guidelines from UNESCO, the OECD, and the United Nations. Drawing on thematic coding of selected policies, the analysis reveals that while Kazakhstan has made notable progress in enshrining inclusive education and gender equality in law, its policies largely treat gender and SEN as separate categories. As a result, the compounded vulnerabilities of girls with SEN remain insufficiently addressed in policy discourse. The study identifies key policy gaps, such as the lack of intersectional framing, weak monitoring mechanisms, and limited stakeholder involvement. It also highlights emerging progressive practices, including digital accessibility and specialized resource centers. The findings offer policy recommendations to strengthen intersectional inclusivity and underscore the need for systemic reforms that move beyond formal commitments toward equitable and inclusive educational practices.