Inclusive Education in a Post-Soviet Context: A Case of Kazakhstan

ISBN-13: 9783030655426 / Angielski / Twarda / 2021 / 338 str.

Tsediso Michael Makoelle; Michelle Somerton

Spis treści

Introduction.- Part 1: Inclusive Education in Kazakhstan.- Kazakhstan Education System after the  Introduction of Inclusive Education.- Part 2: Teachers and Inclusive Teaching and Learning.- Inclusion  of Diverse Learners is a  Beautiful Idea But ……: Preparing pre-service teachers to cater for diversity.- Part 3: Inclusive Pedagogy and Teaching Methodologies.- The perceptions and practices of differentiated instruction of teachers who are also in the position f subject coordinators in a school for gifted students in Kazakhstan.- Part 4: Students Support and Parental Involvement in Inclusive Schools.- Factors Influencing Parental Choices for Home-schooling as an Alternative to Schools in Kazakhstan.- Part 5: School Leadership and Inclusion Education.- Exploring the Role of Distributed Leadership in Managing Inclusive Schools in Astana/Nur-Sultan.- Part 6: Inclusive Education in Higher Education.- Experiences of graduate students with mobility and visual disability in Universities of Astana/Nur-Sultan.

O autorze

Dr. Tsediso Michael Makoelle is one of the recipients of the prestigious Nelson Mandela scholarship to the United Kingdom (UK). He holds the degrees of Doctor of Philosophy (PhD) in Inclusive Education from the University of Manchester, UK and a Doctor of Education (D Ed) in Education Management and Leadership from University of South Africa (UNISA). He has been working at Nazarbayev University for nearly five years in the capacities of associate professor, and then Director of Doctoral Studies, General Director for Research and lately the Vice Dean for Research at the Graduate School of Education.

He has written and published extensively on the topics of inclusive education and educational leadership, management, governance and administration for both national and international audiences and readership. Dr Makoelle has supervised many Master and PhD students. He is a member of several international research bodies. He is a reviewer of grants and funding applications for the South African National Research Foundation (NRF), reviewed papers for several international Scopus and Web of Science journals and evaluated research theses for several universities in South Africa and abroad. He has also reviewed post graduate courses and programmes for many universities and serves on editorial boards of several international Journals. He has collaborated with universities from the US, UK, Europe, and Africa.   He is passionate about inclusive education with the research interest in conceptualization and operationalization of inclusive pedagogy within disadvantaged South African classroom contexts and beyond. He has devoted his research work within the framework of Participatory Action Research, informed by notions of critical, reflective practitioner and transformative epistemologies

Dr Michelle Somerton is Assistant Professor at the Graduate School of Education and appointed to the position of Academic Program Director of the degree Masters in Leadership Inclusive Education for the past three years. She holds a PhD, Graduate Certificate in Research, and a Bachelor of Education with Honours from the University of Tasmania. Dr Somerton was admitted several times to the Dean's roll of academic excellence, awarded the T.E. Doe Prize in Education, and the recipient of an Elite Scholarship from the University of Tasmania for her PhD studies. She has been working at Nazarbayev University for more than four years and has won numerous teaching awards at the school and university level in recognition of her practice and commitment to the development of inclusive education. 

Her current research interests are investigating educational inequity and barriers to education in Kazakhstan including the diagnosis of children with Autism (ASD) and intellectual impairments, the effectiveness of resource centres in developing inclusive education in Kazakhstan, and developing an instrument to evaluate inclusion within higher education institutions. She has researched and published on these topics in international journals and has reviewed programs and courses for several universities based on inclusive practices in course delivery and assessment. Her previous research considered reading comprehension difficulties in students with Autism Spectrum Disorder (ASD) and the design of educational software for mobile technologies. Michelle currently teaches Inclusive Education leadership, policy, global perspectives, research methods, and inclusive practices for Master’s students. She has successfully supervised a number of Masters students to completion and currently supervises several doctoral students in Kazakhstan and Australia.

Blurb

This book provides the first evidence-based reference about inclusive education in Kazakhstan, one of the post-Soviet Union countries. This nation, as well as many other central Asian countries, is undergoing a radical transformation and change in education which encompasses the implementation of inclusive and special education. This book is composed of chapters synthesized from various studies and captures different aspects of the implementation of inclusive education in Kazakhstan.

The implementations of inclusive education in any educational system require a multi-dimensional, multi-level and an integrated approach. It requires collaborative efforts on part of all stakeholders including governance, pedagogical, auxiliary and support structures. This book is a collection of evidence-based studies in a Kazakhstani educational context that demonstrates the multifaceted nature of the process to realize an educational system that is inclusive. The book highlights some of the fundamental requirements and challenges for this process to succeed.

Among the main issues addressed in this book are the understanding of inclusive education, the transition towards inclusive education given the soviet legacy, the role of school leadership, teachers, parents and other stakeholders in the process. The findings in each chapter demonstrate some of the milestones and challenges of inclusivity. This work will be of interest to academics, scholars, students and teachers in this field.