PROMOTING INCLUSIVE PRACTICES: STRATEGIES FOR FACILITATING THE TRANSITION OF STUDENTS WITH SPECIAL NEEDS FROM HOME-BASED EDUCATION TO SCHOOL ATTENDANCE IN KAZAKHSTAN

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dc.contributor.authorJubanova, Gulzada
dc.date.accessioned2024-06-25T04:57:04Z
dc.date.available2024-06-25T04:57:04Z
dc.date.issued2024-04-18
dc.description.abstractThis research delves into the strategies essential for easing the transition of students with Special Educational Needs (SEN) from home-based learning to attending school in Kazakhstan. It is grounded in a dynamic and subjective understanding of reality, which acknowledges reality’s social construction influenced by subjective consciousness and the objective world. This approach draws insights from Freire., Leon’ev and Vygotsky. Employing qualitative research, the study prioritizes participants' subjective experiences within their social contexts, guided by Bronfenbrenner's Ecological Systems Theory. Data collection involved semi-structured interviews with seven stakeholders, including a school administrator, teachers, parents of children with SEN within a single school, and an NGO representative. Thematic analysis using MAXQDA software revealed significant themes related to transition challenges and strategies, emphasizing collaborative efforts and consistent support mechanisms. Ethical considerations were paramount, ensuring participant rights and confidentiality. The research examines existing practices, identifies challenges, and analyzes historical approaches, stressing comprehensive guidance and support for parents. Findings, organized by Bronfenbrenner’s ecological model, highlight challenges at various levels and underscore the need for comprehensive support systems, stakeholder collaboration, and societal awareness for successful inclusion. The study offers insights to promote inclusive practices, proposing evidence-based strategies to enhance opportunities for all students. However, its main limitation lies in the small sample size and recruitment from a single school in the city, acknowledging potential variations in other schools within the same location. Furthermore, it is noteworthy that the school's director was new and relied on an experienced vice-director with extensive experience in the field.en_US
dc.identifier.citationJubanova, G. (2024). Promoting Inclusive Practices: Strategies for Facilitating the Transition of Students with Special Needs from Home-Based Education to School Attendance in Kazakhstan. Nazarbayev University Graduate School of Educationen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/7991
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectType of access: Open accessen_US
dc.titlePROMOTING INCLUSIVE PRACTICES: STRATEGIES FOR FACILITATING THE TRANSITION OF STUDENTS WITH SPECIAL NEEDS FROM HOME-BASED EDUCATION TO SCHOOL ATTENDANCE IN KAZAKHSTANen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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