INCLUSIVE EDUCATION IN KAZAKHSTAN: EXAMINING THE CHALLENGES AND OPPORTUNITIES

Abstract

This study examines the implementation of inclusive education in mainstream schools in Almaty, Kazakhstan, focusing on the challenges and opportunities faced by teachers. The research aimed to explore teachers’ preparedness, perceptions, and experiences in integrating students with special educational needs (SEN) into regular classrooms. Data were collected through a structured online questionnaire administered to teachers with varying levels of experience. The findings indicate that while teachers generally support inclusive practices and recognize their benefits for student engagement, collaboration, and self-confidence, significant challenges remain. These include limited professional development opportunities, insufficient teaching resources, and inadequate institutional support. The study highlights the need for targeted interventions, including enhanced teacher training, increased access to specialized materials, and stronger policy frameworks, to promote effective inclusive education. Overall, the results suggest that inclusive education in Kazakhstan holds considerable potential but requires strategic support to overcome existing barriers.