PREPARING FUTURE TEACHERS FOR INCLUSIVE EDUCATION

Zhanna Sagitova

doi:10.59787/2413-5488-2026-53-1-%p

Авторлар

Zhanna Sagitova Astana International University

DOI:

https://doi.org/10.59787/2413-5488-2026-53-1-%25p

Кілт сөздер:

inclusion, inclusive education, students with special needs, SEN learners, future teacher’s preparation.

Аңдатпа

In the modern educational environment, inclusive education is increasingly recognized as a necessity. Therefore, in order to effectively support this paradigm, it is essential to provide teachers with practical experience working with students with special needs. The aim of this study was to evaluate the preparedness of prospective teachers for implementing inclusive education in classroom settings, to identify the key competences they possess in the domain of inclusive pedagogy, and to determine effective methods for improving the training of future educators in pedagogical universities to support the implementation of inclusive practices in schools. Using a combination of questionnaire and interviews, we aimed to find out the competencies that future teachers associate with inclusive education, as well as to identify the key factors influencing their readiness. The results of the study showed a link between university preparation and the readiness of future teachers for inclusive education; the need to provide future teachers with comprehensive training and practical experience to ensure that they are adequately prepared to adopt inclusive education principles and work effectively with diverse student populations.

Автор өмірбаяны

Zhanna Sagitova, Astana International University

PhD докторанты Л.Н. Гумилев атындағы Еуразия ұлттық университеті, педагогика ғылымдарының магистрі, Астана халықаралық университетінің аға оқытушысы, Астана, Қазақстан

Әдебиеттер тізімі

Astana IT University. (2023). National research project: Integration of assistive technologies in higher education (2023–2025) [Unpublished project summary]. Astana IT University. https://astanait.edu.kz/ap19677013/

Boyle, C., Anderson, J., & Allen, K. A. (2020). The importance of teacher attitudes to inclusive education. In Inclusive education: Global issues and controversies (pp. 127–146). Brill. https://doi.org/10.1163/9789004431171_008

Chen, S., Huang, Q., Liu, Z., & Wang, H. (2022). Inclusion of young children with special needs in early childhood education in the United States: Advantages and disadvantages. In Proceedings of the 2021 International Conference on Social Development and Media Communication (SDMC 2021) (pp. 195–202). Atlantis Press. https://doi.org/10.2991/assehr.k.220105.038

Dyssegaard, C. B., & Larsen, M. S. (2013). Evidence on inclusion: Excerpt. Department of Education, Aarhus University.

East Kazakhstan University. (2024a, September 27). An inclusive primary school was opened at Amanzholov University. https://vku.edu.kz/2024/09/27/an-inclusive-primary-school-was-opened-at-amanzholov-university

East Kazakhstan University. (2024b, June 8). 35 universities of the Republic of Kazakhstan discussed innovative approaches in inclusive education. https://vku.edu.kz/2024/06/08/35-universities-of-the-republic-of-kazakhstan-discussed-innovative-approaches-in-inclusive-education

East Kazakhstan University. (2025a, April 15). Training “Formation of Inclusive Culture” in higher education institution. https://vku.edu.kz/2025/04/15/training-formation-of-inclusive-culture-in-higher-education-institution

East Kazakhstan University. (2025b, April 16). The path to accessible education: Training of teacher assistants for schools in Eastern Kazakhstan. https://vku.edu.kz/2025/04/16/the-path-to-accessible-education-large-scale-training-of-teacher-assistants

Government of the Republic of Kazakhstan. (2021). Ob utverzhdenii Gosudarstvennoy programmy razvitiya obrazovaniya Respubliki Kazakhstan na 2011–2020 gody [On approval of the State Program for Education Development in the Republic of Kazakhstan for 2011–2020] (with amendments). https://adilet.zan.kz/rus/docs/Z2100000056

Holmqvist, M., & Lelinge, B. (2021). Teachers’ collaborative professional development for inclusive education. European Journal of Special Needs Education, 36(5), 819–833. https://doi.org/10.1080/08856257.2020.1842974

Jangeldinova, S., Tleuzhanova, G., & Eskazinova, Z. (2024). Pre-service English language teachers' training to work in inclusive educational environment. World Journal of English Language, 14(6), 616–626. https://doi.org/10.5430/wjel.v14n6p616

Jardinez, M. J., & Natividad, L. R. (2023). Challenges in implementing inclusive education in resource-constrained settings. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182

Kazakh National University (KazNU). (2024). Education programs: Modern technologies in conditions of inclusive education. https://www.kaznu.kz/en/education_programs/bachelor/speciality/1808

Lohrmann, S., & Bambara, L. M. (2006). Elementary education teachers’ beliefs about essential supports needed to successfully include students with developmental disabilities who engage in challenging behaviors. Research and Practice for Persons with Severe Disabilities, 31(2), 157–173. https://doi.org/10.1177/154079690603100208

Nazarbayev University Graduate School of Education. (2023). Pre-service English language teachers’ training to work in inclusive educational environment [Research report]. Nazarbayev University.

Resch, K., & Schrittesser, I. (2023). Using the Service-Learning approach to bridge the gap between theory and practice in teacher education. International Journal of Inclusive Education, 27(10), 1118–1132. https://doi.org/10.1080/13603116.2021.1882053

UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000373718

UNICEF. (2017). Inclusive education. https://www.unicef.org/education/inclusive-education

United Nations. (n.d.). Sustainable Development Goal 4: Quality education. United Nations Department of Economic and Social Affairs – SDG Knowledge Platform. https://sdgs.un.org/goals/goal4

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802

Zagona, A. L., Kurth, J. A., & MacFarland, S. Z. C. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163–178. https://doi.org/10.1177/0888406417692969