Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- 1 Rationale for and Perceptions of the Educational Reform in Kazakhstan
- 2 The New Educational Structures and Networks as Drivers of National Modernisation
- 3 The Translation of ‘World-Class’ Academic Research Practices in Kazakhstan
- 4 Teaching Science in English in Secondary Schools in Kazakhstan
- 5 Diversity, Equity and Inclusion in Kazakhstani Schools
- Part II Piloting Initiatives and Scaling Up to the Whole System
- Part III Evidence of Implementation
- Conclusions
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
5 - Diversity, Equity and Inclusion in Kazakhstani Schools
from Part I - Foundations of Scaling Up
Published online by Cambridge University Press: 09 November 2023
Book contents
- Mapping Educational Change in Kazakhstan
- Mapping Educational Change in Kazakhstan
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface
- Acknowledgements
- Introduction
- Part I Foundations of Scaling Up
- 1 Rationale for and Perceptions of the Educational Reform in Kazakhstan
- 2 The New Educational Structures and Networks as Drivers of National Modernisation
- 3 The Translation of ‘World-Class’ Academic Research Practices in Kazakhstan
- 4 Teaching Science in English in Secondary Schools in Kazakhstan
- 5 Diversity, Equity and Inclusion in Kazakhstani Schools
- Part II Piloting Initiatives and Scaling Up to the Whole System
- Part III Evidence of Implementation
- Conclusions
- Select Bibliography: School-Level Educational Reforms in Kazakhstan, 2011–2022
- Index
- References
Summary
This chapter gives an overview of the concepts of diversity, equity and inclusion in the context of Kazakhstan. It gives an exposition of developments regarding the process of implementing inclusive education in Kazakhstan. A historical policy context is mapped out. The chapter uses Ainscow’s lever of change approach to highlight how inclusion has evolved in aspects of conceptualisation, curriculum, policy development, teacher practices, beliefs and attitudes, schools, leadership, non-governmental organisations (NGOs) and communities. One of the lessons drawn from the review is that despite efforts and plans to make the system more equitable and inclusive, the conditions for inclusive education have not been met. There is a need to revise policies regarding student placement and practices in teaching and learning. While curriculum reforms were implemented, less effort seems to have been invested in preparation of pre-service teachers. The fact students with disabilities and special needs are integrated into the mainstream means more training for school leaders on managing inclusive schools is needed.
- Type
- Chapter
- Information
- Mapping Educational Change in Kazakhstan , pp. 75 - 92Publisher: Cambridge University PressPrint publication year: 2023
References
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587Google Scholar
Allan, J. and Omarova, T. D. (2021). Disability and inclusion in Kazakhstan. Disability & Society, 37(7), 1067–1084. https://doi.org/10.1080/09687599.2020.1867073CrossRefGoogle Scholar
Almukhambetova, A. and Hernández-Torrano, D. (2020). Gifted students’ adjustment and underachievement in university: An exploration from the self-determination theory perspective. Gifted Child Quarterly, 64, 117–131. https://doi.org/10.1177/0016986220905525Google Scholar
An, S., Chan, C. K. and Kaukenova, B. (2018). Families in transition: Parental perspectives of support and services for children with autism in Kazakhstan. International Journal of Disability, Development and Education, 67(1), 28–44. https://doi.org/10.1080/1034912X.2018.1499879Google Scholar
An, S., Kanderzhanova, A., Akhmetova, A., Foster, F. and Chan, C. K. (2020). ‘Chasing hope’: Parents’ perspectives on complementary and alternative interventions for children with autism in Kazakhstan. Autism, 24(7), 1817–1828.Google Scholar
Avramidis, E. and Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129–147.CrossRefGoogle Scholar
Baglieri, S. and Knopf, J. H. (2004). Normalizing difference in inclusive teaching. Journal of Learning Disabilities, 37(6), 525–529.Google Scholar
Bruwer, M., Hartell, C. and Steyn, M. (2014). Inclusive education and insufficient school readiness in Grade 1: Policy versus practice. South African Journal of Childhood Education, 4(2).CrossRefGoogle Scholar
Carrington, S. and Robinson, R. (2004). A case study of inclusive school development: A journey of learning. International Journal of Inclusive Education, 8(2), 141–153.CrossRefGoogle Scholar
Fisher, D., Sax, C. and Jorgensen, C. M. (1997). Philosophical foundations of inclusive, restructuring schools. https://intelligentlives.org/wp-content/uploads/2022/03/Philosophical-Foundations-Jorgensen.pdfGoogle Scholar
Forlin, C. and Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns, Asia-Pacific Journal of Teacher Education, 39(1), 17–32.Google Scholar
Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). New York: Teachers College Press.Google Scholar
Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217.CrossRefGoogle Scholar
Haug, P. (2020). ‘It is impossible to avoid policy’ comment on Mel Ainscow: Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 17–20.Google Scholar
Helmer, J., Kasa, R., Somerton, M., Makoelle, T. M. and Hernández-Torrano, D. (2020). Planting the seeds for inclusive education: One resource centre at a time. International Journal of Inclusive Education, DOI: 10.1080/13603116.2020.1864791.Google Scholar
Hernández-Torrano, D., Tursunbayeva, X. and Almukhambetova, A. (2019). Teachers’ conceptions about giftedness and gifted education: An international perspective. In Zanetti, M. A., Gualdi, G. and Cascianelli, M. (Eds.), Understanding Giftedness: A Guide for Parents and Educators. London: Routledge, pp. 128–147.CrossRefGoogle Scholar
Human Rights Watch/HRW (2019). On the margins: Education for children with disabilities in Kazakhstan. www.hrw.org/report/2019/03/14/margins/education-children-disabilities kazakhstanGoogle Scholar
Humphreys, K. A. (2009). Developing an inclusive curriculum: ‘Every teacher matters’. International Journal of Whole Schooling, 5(2), 43–54.Google Scholar
IAC (Information Analytical Centre) (2017). Framework of Monitoring of Inclusive Education in the Republic of Kazakhstan. Astana: IAC.Google Scholar
Koishibayev, M. M., Nechayeva, Y. L. and Kapitsyn, V. M. (2020). National plans to ensure the rights of persons with disabilities in Kazakhstan: Amendments to the legislation. Disability & Society, 35(8), 1355–1359. https://doi.org/10.1080/09687599.2019.1698153Google Scholar
Kroupina, M. G., Toemen, L., Aidjanov, M. M., Georgieff, M., Hearst, M. O., Himes, J. H., Johnson, D. E., Miller, B. S., Spoon Foundation Research team, Syzdykova, A. M. and Sharmanov, T. S. (2015). Predictors of developmental status in young children living in institutional care in Kazakhstan. Maternal and Child Health Journal, 19(6), 1408–1416.Google Scholar
Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M. and Spörer, N. (2022). The effect of school leadership on implementing inclusive education: How transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education, 26(9), 943–957.CrossRefGoogle Scholar
Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24.CrossRefGoogle ScholarPubMed
Magnússon, G., Göransson, K. and Lindqvist, G. (2019). Contextualizing inclusive education in educational policy: The case of Sweden, Nordic Journal of Studies in Educational Policy, 5(2), 67–77. https://doi.org/10.1080/20020317.2019.1586512Google Scholar
Makoelle, T.M. (2014). Changing teacher beliefs and attitudes towards inclusion in South Africa: Lessons from collaborative action research. Journal of Social Sciences, 38(2), 125–134. https://doi.org/10.1080/09718923.2014.11893242CrossRefGoogle Scholar
Makoelle, T. M. (2016). Inclusive Teaching in South Africa. Cape Town: Sun Press Publishers.Google Scholar
Makoelle, T. M. (2019). Language, terminology and inclusive education: A case of Kazakhstani transition to inclusion. Sage Open Journal, 10(1), 1–8. https://doi.org/10.1177%2F2158244020902089Google Scholar
Makoelle, T. M. (2020). Schools’ transition toward inclusive education in post-Soviet countries: Selected cases in Kazakhstan. Sage Open Journal, 10(2). https://doi.org/10.1177%2F2158244020926586Google Scholar
Makoelle, T. M. and Burmistrova, V. (2021). Teacher education and inclusive education in Kazakhstan. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1889048CrossRefGoogle Scholar
Makoelle, T. M. and Somerton, M. (2021). Inclusive Education in a Post-Soviet Context: A Case of Kazakhstan. Netherlands: Springer Publishers.Google Scholar
Markova, M. and Sultanalieva, D. (2013). Parent activism in Kazakhstan: The promotion of the right of education of children with autism by the Ashyk Alem Foundation. In Rouse, M. and Kapham, K. (Eds.), Learning to See Invisible Children: Inclusion of Children with Disabilities in Central Asia. Budapest: Open Society Foundation, pp. 51–82.Google Scholar
Mayrowetz, D. and Weinstein, C. S. (1999). Sources of leadership for inclusive education: Creating schools for all children. Educational Administration Quarterly, 35(3), 423–449.Google Scholar
MoES (2019). State Program of Development of Education and Science (2020–2025). https://primeminister.kz/assets/media/gosudarstvennaya-programma-razvitiya-obrazovaniya-i-nauki-respubliki.pdfGoogle Scholar
MoES/IAC (2021). National Report on the State and Development of the Education System of the Republic of Kazakhstan (Based on the Results of 2020). Nur-Sultan: Ministry of Education and Science of the Republic of Kazakhstan, Information and Analytical Center JSC. https://iac.kz/wp-content/uploads/2022/01/naczionalnyj-doklad-po-itogam-2020-goda.pdfGoogle Scholar
MoES (National Scientific and Practical Center of Correctional Pedagogy) (2017). Organizacyia obuchenyia detey na domu s osobymi obrazovatalnyimi potrebnostyami [The organisation of education of children with special educational needs]. http://pt0022.kokshetau.aqmoedu.kz/public/files/2020/3/11/110320_135433_detey-na-domu.pdfGoogle Scholar
Muhanbetzhanova, A., Bakhysheva, S., Irgaliev, A., Kinghekova, R., Gabdrahmanova, S. and Kolesova, L. (2016). Psychological and pedagogical support of teenage inmates of children’s village. International Journal of Environmental & Science Education, 11(11), 4595–4609.Google Scholar
Mukashev, M. (2022). Parents’ Experiences Educating Their Children with a Disability Enrolled in Homeschooling in Kosshy. Master’s thesis, Nazarbayev University Repository. http://nur.nu.edu.kz/handle/123456789/6477Google Scholar
Mullick, J., Sharma, U. and Deppeler, D. (2013). School teachers’ perception about distributed leadership practices for inclusive education in primary schools in Bangladesh. School Leadership & Management, 33(2), 151–168. http://dx.doi.org/10.1080/13632434.2012.723615CrossRefGoogle Scholar
OECD (2009). Kazakhstan, Kyrgyz Republic and Tajikistan 2009: Students with special needs and those with disabilities. In Reviews of National Policies for Education. Paris: OECD Publishing. www.oecd.org/countries/tajikistan/43851447.pdfGoogle Scholar
Pantić, N. and Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3).Google Scholar
Rollan, K. and Somerton, M. (2021). Inclusive education reform in Kazakhstan: Civil society activism from the bottom-up. International Journal of Inclusive Education, 25(10), 1109–1124.CrossRefGoogle Scholar
Rouse, M., Yakavets, N. and Kulakhmetova, A. (2014). Towards inclusive education: Swimming against the tide of educational reform? In Bridges, D. (Ed.), Educational Reform and Internationalisation: The Case of School Reform in Kazakhstan. Cambridge University Press: Cambridge, pp. 196–216.Google Scholar
Saduakas, K. (2018). Teachers’ Experiences in Supporting Children from Orphanages Studying in Mainstream Classrooms. Master’s thesis, Nazarbayev University Repository. http://nur.nu.edu.kz/handle/123456789/3731Google Scholar
Schuster, J. and Kolleck, N. (2021). Between capacity development and contestation: A systematic review of the involvement of inter- and nongovernmental actors in inclusive education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1994033CrossRefGoogle Scholar
Scruggs, T. E. and Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis. Exceptional Children, 63(1), 59–74.Google Scholar
Slee, L. and Allan, J. (2001). Excluding the included: A reconsideration of inclusive education. International Studies in Sociology of Education, 11(2), 173–192.Google Scholar
Somerton, M., Helmer, J., Kasa, R., Hernández-Torrano, D. and Makoelle, T. M. (2021). Defining spaces: Resource centres, collaboration, and inclusive education in Kazakhstan. Journal of Educational Change, 22, 315–334.Google Scholar
Somerton, M., Stolyarova, V. and Khanin, S. (2022). Autism and the knowledge and beliefs of specialists in Kazakhstan. Journal of Autism and Developmental Disorders, 52(3), 1156–1168.Google Scholar
Srivastava, M., Boer, A. and Pijl, S. P. (2015). Inclusive education in developing countries: A closer look at its implementation in the last 10 years. Educational Review, 67(2), 179–195. https://doi.org/10.1080/00131911.2013.847061CrossRefGoogle Scholar
Stoianova, A. and Angermann, M. (2018). The HCNM impact on minority and state language promotion and on the social integration of diverse societies through education: The cases of Kazakhstan and Kyrgyzstan. In Ulasiuk, I., Hadîrcă, L. and Romans, W. (Eds.), Language Policy and Conflict Prevention. Leiden: Brill Nijhoff, pp. 93–120.Google Scholar
UNESCO (2008). Inclusive education: The way of the future. International Conference on Education, 48th session, 25–28 November 2008, Geneva.Google Scholar
UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. Paris: UNESCO.Google Scholar
UNESCO (2017a). A Guide for Ensuring Inclusion and Equity in Education. Paris: UNESCO.Google Scholar
UNESCO (2017b). Inclusive Student Assessment: Training Tools for Curriculum Development. Paris: UNESCO.Google Scholar
UNESCO (2020). Inclusive Teaching: Preparing All Teachers to Teach All Students. Paris: UNESCO.Google Scholar
UNESCO (2021). Global education monitoring report. Central and Eastern Europe, Caucasus and Central Asia: Inclusion and education: All means all. https://unesdoc.unesco.org/ark:/48223/pf0000375490Google Scholar
UNICEF (2009). Building and Reforming Child Care Systems in Centra Asia, Azerbaijan and Turkey, Kazakhstan fact sheet, second child protection forum, Bishkek, Kyrgyz Republic. www.unicef.org/ceecis/KA_factsheeteng.pdfGoogle Scholar
UNICEF (2012). The Rights of Children with Disabilities to Education: A Right-Based Approach to Inclusive Education. Geneva: UNICEF.Google Scholar
UNICEF (2019). Policy brief: Piloting an early warning system (EWS) in schools in Kazakhstan. www.unicef.org/kazakhstan/media/3851/file/Policy%20Brief%20in%20English.pdfGoogle Scholar
UNICEF/University of Cambridge (2018). Reviewing and Improving Existing Early Warning Mechanisms for Preventing, Identifying and Responding to School Dropout in Kazakhstan (inception report). University of Cambridge Faculty of Education.Google Scholar