EXAMINING SUSTAINABLE DEVELOPMENT GOALS FOR CURRENT SITUATION OF INCLUSIVE EDUCATION POLICIES AND PRACTICES IN KAZAKHSTAN UNIVERSITIES

Z. Altınay, G. Tazhina, Kamilla Tairova, G. Dagli, A. Kenebayeva
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Abstract

Sustainable Development Goals become guide for future of education. For the quality of education, countries try to reshape educational policies and strategies. Especially inclusiveness plays a great role to achieve quality of education for the future of education. This research aims to evaluate current situation of inclusive education in Kazakhstan Universities in order to foster existing practices and policies. In this respect, survey and semi structured interview were conducted to determine current situations to 200 participants. It is revealed that  definition of inclusive education can be categorized as giving equal education rights, reintegrating students with disabilities into society, inclusion of people with disabilities in the social process, diversity and tolerance, right of access to education. The majority of the research participants expressed a positive opinion towards inclusion. Challenges in inclusive education are infrastructure issues, lack of awareness, teacher lack of knowledge, insufficient training programs and lack of community awareness.
根据哈萨克斯坦大学全纳教育政策和实践的现状审查可持续发展目标
可持续发展目标成为未来教育的指南。为了提高教育质量,各国都在努力重塑教育政策和战略。尤其是全纳教育在实现未来教育质量方面发挥着重要作用。本研究旨在评估哈萨克斯坦大学全纳教育的现状,以促进现有的做法和政策。为此,对 200 名参与者进行了调查和半结构式访谈,以确定其现状。研究结果表明,全纳教育的定义可归纳为:给予平等的受教育权、让残疾学生重新融入社会、将残疾人纳入社会进程、多样性和宽容、受教育权。大多数研究参与者对全纳教育持积极态度。全纳教育面临的挑战包括基础设施问题、缺乏意识、教师缺乏知识、培训计划不足以及缺乏社区意识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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