Offer a community center providing gratis educational resources for instructors and caregivers
In a significant stride towards promoting inclusive education in Kazakhstan, a new hub has been established with the support of the Social Development Fund of Nazarbayev University, the Akimat of the city of Astana, and SPK Astana. The Association for the Development of an Inclusive Society, founded by parents of children with special needs and graduates of Nazarbayev University, is behind this initiative.
The hub, designed as a cozy and open space for both educators and parents, aims to address the need for inclusive education not only in schools but also in kindergartens and universities. It can accommodate up to 30 people at a time and around 150 participants per month.
The training program consists of three modules. Module One covers the concept of inclusion, methods for assessing students' educational needs, and strategies for adapting educational programs and designing inclusive lessons. Module Two focuses on emotional intelligence, communication skills, coordination with parents and specialists, and the development of "soft skills." The final module, Module Three, is practical, where participants develop individual learning plans based on the needs of their actual students.
The project recognizes the need for an individual approach to solving the problems of each specific school. It was implemented at School No. 96 in the capital, and 33 educators were trained. According to a final survey, 100% of participants reported an increase in their professional competencies and greater confidence working with students with special needs.
Parents surveyed noted improved interaction with educators and school administration, as well as increased academic performance in their children. The scientific project aims to identify barriers in implementing inclusive education and develop practical recommendations.
Key problems identified in a scientific project include a lack of consistent and clearly defined teacher preparation strategies, teacher burnout in inclusive settings, inequality in education quality and access, and limited professional training and development for preschool and special education teachers.
Corresponding solutions and approaches identified include systemic reforms, comprehensive, tailored professional development programs for teachers, integration of artificial intelligence technologies, digital transformation and infrastructure upgrades, and the development of inclusive, tailor-made curricula and programs adapted to the needs of children with disabilities.
Together, these findings suggest the need for coordinated policy measures, investment in digital and human resources, and culturally adapted support frameworks to advance inclusive education for children with special needs in Kazakhstan effectively.
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