The development of inclusive education in Kazakhstan: Part I Historical background

         It is crucial to be aware of historical background of inclusive education in order to understand its developmental process in Kazakhstan.This post demonstrates historical background of inclusive education in our country and builds a base for evaluation of its current situation which will be discussed in my next post. 

        The realization of inclusive approach in Kazakhstani education system is based on the country’s legislative system. It is stated in the Constitution of the Republic of Kazakhstan (1995) that “free secondary education is guaranteed for all citizens in the state educational establishments. Secondary education is obligatory” (Article 30). Law on Education (2007) endorses the rights of parents to choose educational institutions according to their children’s educational needs as well as to take supportive help in terms of teaching and upbringing of their children from psycho-medical-pedagogical consultation (PMPC) (Article 49). According to Law on Social and Medical-Pedagogical Correctional Support for Disabled Children (2002), the right to get free primary, secondary, professional and higher education in special educational institutions and also in state general educational establishments is given to disabled children with PMPC's medical approval certificate. The Decree of the Government of the Republic of Kazakhstan from May 17, 2013 # 499 states that education for the children with limited abilities can be provided in two ways: by including them in mainstream classes with typically developed children (no more than two children with limited abilities per class) or in special classes of mainstream schools according to their health impairments. Above mentioned ways of integrating children with limited abilities into mainstream schools have been practiced for a long period of time in Kazakhstan (Yelisseeva, 2013). For instance, special classes first opened in 1981 and educating children with mild developmental deviations in mainstream schools existed during the Soviet times; however, it was not facilitated by the special pedagogical support (Suleymenova, 2012; Yelisseeva, 2013). In fact, the Soviet Union was the only country in the world to provide the children with limited abilities with education based on the state standards in special schools (Yelisseeva, 2013).

        Nowadays, the government aims to provide these children with special educational conditions such as special educational programs, special teaching methods, technical provision, environment and medico-sociological services. However, the practical realization of the rights of the children with disabilities or deviation in development in mainstream schools, together with the typically developed children, is not provided with the regulatory framework, psychological and educational support, well-trained staff and financial support yet. Moreover, the development of inclusive education in the country is hindered by the stereotypes people have about children with disabilities and by the attitudes of teachers and parents towards those children (Yelisseeva, 2013).

References:

 Government of the Republic of Kazakhstan. (2013). Decree of the Government of the Republic of Kazakhstan on model regulation of educational organizations of relevant types (№ 499). Astana.

Ministry of Education & Science. (2007). Law on education (№ 319-III). Astana.

Parliament of the Republic of Kazakhstan. (1995). Constitution of the Republic of the Kazakhstan. Astana. Retrieved April 13, 2015, from < http://www.parlam.kz/en/constitution>

Parliament of the Republic of Kazakhstan. (2002). Law on Social and Medical-Pedagogical Correctional Support for Disabled Children (№ 343_II). Astana.

Suleymenova, R., A. (2012). Metodologicheskiye podhody k razvitiyu inkluzivnogo obrazovaniya v Respublike Kazahstan. [Methodological approaches to the development of inclusive education in the Republic of Kazakhstan]. Open School  Informational-Methodological Journal, 7(118), 1-5.

Yelisseeva, I. G. (2013). Vklyuchenie detey s ogranichennymi vozmozhnostyami v obshee obrazovanie. Resursnye materialy. [Inclusion of students with limited abilities into general compulsory education system. Resource materials.] Astana.