Teachers’ Attitudes towards Inclusive Education in Kazakhstan

Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementatio...

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Autores principales:	Ruben O. Agavelyan, Saule D. Aubakirova, Aisulu D. Zhomartova, Elena I. Burdina
Formato:	article
Lenguaje:	RU
Publicado:	National Research Mordova State University 2020
Materias:	inclusive education teacher attitude special educational needs kazakhstan Education L
Acceso en línea:	https://doaj.org/article/e6738e1fb2464ba589d5d092c5294bad
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spelling	oai:doaj.org-article:e6738e1fb2464ba589d5d092c5294bad2021-12-02T10:29:22ZTeachers’ Attitudes towards Inclusive Education in Kazakhstan10.15507/1991-9468.098.024.202001.008-0191991-94682308-1058https://doaj.org/article/e6738e1fb2464ba589d5d092c5294bad2020-03-01T00:00:00Zhttp://edumag.mrsu.ru/index.php/en/articles-en/93-20-1/795-10-15507-1991-9468-098-024-202001-1https://doaj.org/toc/1991-9468https://doaj.org/toc/2308-1058Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.Ruben O. AgavelyanSaule D. AubakirovaAisulu D. ZhomartovaElena I. BurdinaNational Research Mordova State Universityarticleinclusive educationteacherattitudespecial educational needskazakhstanEducationLRUИнтеграция образования, Vol 24, Iss 1, Pp 8-19 (2020)
institution	DOAJ
collection	DOAJ
language	RU
topic	inclusive education teacher attitude special educational needs kazakhstan Education L
spellingShingle	inclusive education teacher attitude special educational needs kazakhstan Education L Ruben O. Agavelyan Saule D. Aubakirova Aisulu D. Zhomartova Elena I. Burdina Teachers’ Attitudes towards Inclusive Education in Kazakhstan
description	Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.
format	article
author	Ruben O. Agavelyan Saule D. Aubakirova Aisulu D. Zhomartova Elena I. Burdina
author_facet	Ruben O. Agavelyan Saule D. Aubakirova Aisulu D. Zhomartova Elena I. Burdina
author_sort	Ruben O. Agavelyan
title	Teachers’ Attitudes towards Inclusive Education in Kazakhstan
title_short	Teachers’ Attitudes towards Inclusive Education in Kazakhstan
title_full	Teachers’ Attitudes towards Inclusive Education in Kazakhstan
title_fullStr	Teachers’ Attitudes towards Inclusive Education in Kazakhstan
title_full_unstemmed	Teachers’ Attitudes towards Inclusive Education in Kazakhstan
title_sort	teachers’ attitudes towards inclusive education in kazakhstan
publisher	National Research Mordova State University
publishDate	2020
url	https://doaj.org/article/e6738e1fb2464ba589d5d092c5294bad
work_keys_str_mv	AT rubenoagavelyan teachersattitudestowardsinclusiveeducationinkazakhstan AT sauledaubakirova teachersattitudestowardsinclusiveeducationinkazakhstan AT aisuludzhomartova teachersattitudestowardsinclusiveeducationinkazakhstan AT elenaiburdina teachersattitudestowardsinclusiveeducationinkazakhstan
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Teachers’ Attitudes towards Inclusive Education in Kazakhstan

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