Disability and inclusion in Kazakhstan

“Look at them! They all have friends and not me”: the role of peer relationships in schooling from the perspective of primary children designated as “lower-attaining”

“…This vivid awareness was evidenced in our children's words. For example, when Ryan moved to a new school where there was no formal grouping by attainment, he claimed to have made friends more quickly, reflecting the importance of schools celebrating and nurturing diversity (Allan & Omarova, 2020;Schuelka et al, 2019;Vitalaki et al, 2018). The absence of emphasis on developing good relationships that our data illustrated could be especially destructive to both relationship-forming and formal learning if other opportunities for collaborative work across groups were not available.…”

“…There is much literature emphasising the need to support such children to feel included in their classroom communities (e.g. Abed & Shackelford, 2020;Allan & Omarova, 2020;Schuelka et al, 2019;Vitalaki et al, 2018). However, Woodgate et al (2020) provide evidence that despite society's efforts to promote social inclusion, children with disabilities continue to report feeling lonely and excluded, having limited contact socially and encountering systemic barriers (e.g.…”

Task-oriented training effect on promoting motor skills and daily physical activities in learners with musculoskeletal impairment

“…The government of Kazakhstan has committed itself to expanding educational opportunities for children with disabilities but in practice, we have not yet seen significant changes. Today, the majority of children with disabilities in Kazakhstan do not have the opportunity to attend mainstream schools are segregated in special schools, study at home and are isolated from the local community (Allan & Omarova, 2022;Makoelle & Burmistrova, 2021;Rollan & Somerton, 2021). The state must conduct an in-depth evaluation of the child to enable a child with a disability to attend school and receive an education on an equal footing with others.…”

Computer Science Teacher in Inclusive Classrooms: Perception of the Impact of School Computer Science on the Development of Students With Mental Disabilities

“…Развитие инклюзивного образования в Казахстане в соответствии с Конвенцией Организации Объединенных Наций о правах инвалидов в рамках программы "Будущее без барьеров" значительно изменило картину развития педагогики в сторону реализации доступности, инклюзивности и равенства в образовании. Нормативно большинство школ Казахстана стали инклюзивными, в классы стали приниматься дети с ограничениями здоровья, открываться кабинеты поддержки инклюзии для психолого-педагогического сопровождения образовательного процесса (Allan & Omarova, 2022;Helmer и др., 2023). На сегодняшний день еще не достигнута полная инклюзивность во всех школах, но большим успехом является наличие нормативной базы и желание руководителей школ создавать условия для открытия инклюзивных классов (Passeka & Somerton, 2022;Makoelle, 2020).…”