The document discusses the development of an inclusive education framework in Kazakhstan. It defines inclusive education as involving students of all backgrounds, physical abilities, and socioeconomic statuses. The principles of inclusive education include valuing diversity and communication. Inclusive education helps with social and psychological adaptation by providing optimal interactions. Kazakhstan's 2011-2020 education development program includes measures to legally mandate inclusive education based on research. However, problems remain regarding accessibility, attitudes towards disabled students, teacher training, and parental advocacy. Inclusive education is needed to give special attention and individualized methodologies to disabled children while teaching concepts like human rights and decreasing discrimination. The results will include developing student abilities and social relationships as well as compensation, support systems, participation, and self-

1. DEVELOPMENT OF A
FRAMEWORK FOR INCLUSIVE
EDUCATION IN KAZAKHSTAN
Tattigul Abish

2. INCLUSIVE EDUCATION
…is the involvement for all children →
 of all religious and ethnic backgrounds,
 with any features in their physical
development,
 of any economic or social status
… in the studying

3. PRINCIPLES OF INCLUSIVE EDUCATION
 Value
 Feelings and to thoughts;
 Communication and to being heard;
 All people need each other;
 Genuine education can be implemented only in
the context of real relations;
 All people need support and friendship of age
mates;
 Reaching for success, not failure.
 Diversity intensifies all aspects of human life.

4. INCLUSIVE EDUCATION HELPS
Education is an integral part of social and psychological
adaptation and integration of disabled children in the society
 Inclusive education is optimal interactions
with surrounding people improving the quality
of everyday communications among children
that have vital functional limitations.

5. "STATE PROGRAM OF DEVELOPMENT OF
EDUCATION IN THE REPUBLIC OF KAZAKHSTAN
FOR 2011-2020"
 The program includes measures of creating
a legal framework for all children and also
children with developmental disabilities to be
involved in the general education area.
 based on sociological and scientific studies
that were made last decade by the experts of
the National Research Centre for Special
Education.

6. PROBLEMS
 Problems in architectural structure of
educational institutions;
 In most cases disabled students are considered
to be uneducable;
 The majority of school teachers and directors do
not have proper education in the area of
teaching disabled students, so they are not
ready to involve disabled students into
education process;
 Disabled students' parents don't know how to
defend their children's rights to education.

7. WHY WE NEED IT?
 disabled children should get special attention
 methodology is needed to being developed
for every child as an individual that has
different needs.
 IS teaches children an idea of human rights
which leads to decrease in discrimination,
children learn to communicate to each other
and recognize the feeling of other mates.

8. RESULTS WILL BE:
 Development of child's abilities;
 Creation of social relations system;
 Compensation of special needs;
 Creation of a comprehensive support
system;
 Functional approach to teaching and
treatment;
 Taking part in public activities;
 Development of self-sufficiency.