Қазақстанның білім беру ұйымдарында инклюзивті практиканы іске асыру

Abstract

The article is devoted to the analysis of the current state of development of inclusive education in Kazakhstan. Based on the materials of high-quality interviews with principals, teachers and specialists working in inclusive education, the key indicators of inclusive practice are revealed: understanding the essence of inclusion, features of the organization of an inclusive approach, the use of methods of adapting educational material, teachers' readiness to work with children with OOP, respondents' assessment of the implementation of inclusive education and suggestions for improvement. The empirical basis of the study was also made up of data from a survey of teaching staff in the Google Forms format and an analysis of the regulatory framework governing the implementation of inclusive practice in schools in Kazakhstan. Special attention is paid to the system of psychological and pedagogical support, which includes wide types of support (identification of children in need of organizing an individual educational route; provision of consulting and methodological assistance to participants in the inclusive educational process; support for the implementation of individual curricula and individual programs, etc.). The authors of the article draw conclusions about the need to strengthen the professional development of teachers to adapt curricula in accordance with the individual needs and capabilities of children, the expediency of combining the efforts of specialists of different profiles in order to implement measures for their socialization, education, upbringing, development in an inclusive education environment.