FORMS OF LEADERSHIP PROMOTING INCLUSIVE EDUCATION IN KAZAKHSTAN

Abstract

School leaders are believed to be key stakeholders in developing inclusion since they play a crucial role in sustaining an inclusive culture and ensuring that all students, regardless of their origins or abilities, feel appreciated. Therefore, it is crucial to explore how school leaders facilitate inclusive education through their practices. This qualitative research study examined how principals, vice principals, and Special Educational Needs (SEN) coordinators in Astana schools develop inclusive practices in their contexts. In this phenomenological inquiry, ten school leaders participated in a semi-structured interview and shared their perceptions, practices, and challenges they encountered while making their schools inclusive.