Tsediso Michael Makoelle
Biographic Data
| ID | 1081206 |
|---|---|
| NAME | Tsediso Michael Makoelle |
| GIVEN NAMES | Tsediso Michael |
| FAMILY NAME | Makoelle |
| SIGNATURE | MAKOELLE T M |
| AFFILIATIONS | Nazarbayev University |
| ORCID | 0000-0002-1201-8289 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom
Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education o…
Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia
Latinization of the Kazakh Alphabet
Kazakhstan’s decision to transition its Kazakh language from the Cyrillic to the Latin alphabet has serious implications for language policy, communication, education, inclusion, and social cohesion. This critical qualitative study, underpinned by a discourse-historical approach, employs critical discourse analysis to analyze statements of ex-President Nursultan Nazarbayev and semi-structured interviews with Kazakh language educators and social m…
Participatory Action Research as Change Strategy
Teacher education and inclusive education in Kazakhstan
The aim of the study was to analyse the factors enabling or inhibiting the preparation of pre-service teachers for the practice of inclusive education in schools by Kazakhstani pedagogical/teacher training universities/colleges. A generic qualitative research study was conducted during which data were collected through one-on-one interviews with teacher educators and focus group interviews with pre-service teachers. Documentary analysis of partic…
Developing a framework for inclusion
South Africa has adopted a policy on inclusive education through which White Paper 6 (2001) became the roadmap for implementation. One hundred and sixty-four (164) full-service schools were established to provide education to diverse learners. The extent to which these schools practise inclusion has not been well documented. This critical participatory action research (PAR) study was therefore aimed at exploring the development (if necessary) of …
Planting the seeds for inclusive education
A Non-Government Organisation (NGO) in Kazakhstan introduced a pilot project to support schools through school-based resource centres for inclusive education as requested by the Ministry of Education and Science (MoES). This initiative came about as a way to support the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 (MoES) that set the goal of having 70% of mainstream schools inclusive by th…
Language, Terminology, and Inclusive Education
Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on…
Participatory Action Research
Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solu…
Schools' Transition Toward Inclusive Education in Post-Soviet Countries
Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights so…
Inclusive Education
Inclusive Education
Since the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, while inclusion sounds good in theory, it has not yet translated into implementable and realisable ideals. The study on which this analytical paper is based therefore explored challenges, contradictions and anomalies in the impleme…
Inclusion and Exclusion-Rural Teachers and Learners’ Experiences
Rural schools, by nature and because of their contexts, are different from urban schools. These schools are situated in rural contexts where resources are scanty. The process of rural depopulation in South Africa has given rise to the phenomenon of teacher and learner migration from rural areas to urban areas which are closer to resources. However, teachers and learners from rural school often experience difficulties in adapting or being included…
Analysing the Use of Action Research to Develop Practices of Inclusion
In Nigeria, in spite of the undeniable and impressive changes in educational attainment, large proportions of females continue to marry in adolescence.For example, in the year 2005, about half of all the women aged 15-19 were married by age 18 in the country.Despite this situation, research studies in Nigeria tend to focus disproportionately on the unmarried and on premarital sexual activities.Indeed, married adolescents and young women have rece…
The State of Inclusive Pedagogy in South Africa
The states of inclusive pedagogy in South African schools remain bleak and teachers are in the dark about what constitutes an inclusive pedagogy in the South African context. This is despite policy changes since the advent of the new educational dispensation in 1994. In this review article the researcher presents the background in terms of inclusive education developments, both within historical and policy contexts. While articulating the concept…
Analysing the Use of Action Research to Develop Practices of Inclusion
Developing practices of inclusion worldwide pose a challenge as the concept of inclusion is most often conceptualized differently making it difficult to have a uniform approach towards the process of implementation. This paper reports on the process whereby action research was employed in order to develop inclusive practices in a South African school context. The research approach was qualitative and several data collection techniques were used. …
Schools' Transition Toward Inclusive Education in Post-Soviet Countries
Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights so…
Teacher education and inclusive education in Kazakhstan
The aim of the study was to analyse the factors enabling or inhibiting the preparation of pre-service teachers for the practice of inclusive education in schools by Kazakhstani pedagogical/teacher training universities/colleges. A generic qualitative research study was conducted during which data were collected through one-on-one interviews with teacher educators and focus group interviews with pre-service teachers. Documentary analysis of partic…
Developing a framework for inclusion
South Africa has adopted a policy on inclusive education through which White Paper 6 (2001) became the roadmap for implementation. One hundred and sixty-four (164) full-service schools were established to provide education to diverse learners. The extent to which these schools practise inclusion has not been well documented. This critical participatory action research (PAR) study was therefore aimed at exploring the development (if necessary) of …
Planting the seeds for inclusive education
A Non-Government Organisation (NGO) in Kazakhstan introduced a pilot project to support schools through school-based resource centres for inclusive education as requested by the Ministry of Education and Science (MoES). This initiative came about as a way to support the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 (MoES) that set the goal of having 70% of mainstream schools inclusive by th…
Language, Terminology, and Inclusive Education
Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on…
Participatory Action Research
Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solu…
Analysing the Use of Action Research to Develop Practices of Inclusion
In Nigeria, in spite of the undeniable and impressive changes in educational attainment, large proportions of females continue to marry in adolescence.For example, in the year 2005, about half of all the women aged 15-19 were married by age 18 in the country.Despite this situation, research studies in Nigeria tend to focus disproportionately on the unmarried and on premarital sexual activities.Indeed, married adolescents and young women have rece…
The State of Inclusive Pedagogy in South Africa
The states of inclusive pedagogy in South African schools remain bleak and teachers are in the dark about what constitutes an inclusive pedagogy in the South African context. This is despite policy changes since the advent of the new educational dispensation in 1994. In this review article the researcher presents the background in terms of inclusive education developments, both within historical and policy contexts. While articulating the concept…
Analysing the Use of Action Research to Develop Practices of Inclusion
Developing practices of inclusion worldwide pose a challenge as the concept of inclusion is most often conceptualized differently making it difficult to have a uniform approach towards the process of implementation. This paper reports on the process whereby action research was employed in order to develop inclusive practices in a South African school context. The research approach was qualitative and several data collection techniques were used. …
Inclusive Education
Inclusive Education
Since the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, while inclusion sounds good in theory, it has not yet translated into implementable and realisable ideals. The study on which this analytical paper is based therefore explored challenges, contradictions and anomalies in the impleme…
Inclusion and Exclusion-Rural Teachers and Learners’ Experiences
Rural schools, by nature and because of their contexts, are different from urban schools. These schools are situated in rural contexts where resources are scanty. The process of rural depopulation in South Africa has given rise to the phenomenon of teacher and learner migration from rural areas to urban areas which are closer to resources. However, teachers and learners from rural school often experience difficulties in adapting or being included…
Planting the seeds for inclusive education
A Non-Government Organisation (NGO) in Kazakhstan introduced a pilot project to support schools through school-based resource centres for inclusive education as requested by the Ministry of Education and Science (MoES). This initiative came about as a way to support the State Program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019 (MoES) that set the goal of having 70% of mainstream schools inclusive by th…
Language, Terminology, and Inclusive Education
Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on…
Participatory Action Research
Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solu…
Schools' Transition Toward Inclusive Education in Post-Soviet Countries
Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights so…
Participatory Action Research as Change Strategy
Teacher education and inclusive education in Kazakhstan
The aim of the study was to analyse the factors enabling or inhibiting the preparation of pre-service teachers for the practice of inclusive education in schools by Kazakhstani pedagogical/teacher training universities/colleges. A generic qualitative research study was conducted during which data were collected through one-on-one interviews with teacher educators and focus group interviews with pre-service teachers. Documentary analysis of partic…
Developing a framework for inclusion
South Africa has adopted a policy on inclusive education through which White Paper 6 (2001) became the roadmap for implementation. One hundred and sixty-four (164) full-service schools were established to provide education to diverse learners. The extent to which these schools practise inclusion has not been well documented. This critical participatory action research (PAR) study was therefore aimed at exploring the development (if necessary) of …
Latinization of the Kazakh Alphabet
Kazakhstan’s decision to transition its Kazakh language from the Cyrillic to the Latin alphabet has serious implications for language policy, communication, education, inclusion, and social cohesion. This critical qualitative study, underpinned by a discourse-historical approach, employs critical discourse analysis to analyze statements of ex-President Nursultan Nazarbayev and semi-structured interviews with Kazakh language educators and social m…
Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom
Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education o…
Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia
Pedagogy (15 works) · Sociology (15 works) · Political science (12 works) · Collaborative Teaching and Inclusion (10 works) · Geography (8 works) · Psychology (8 works) · Mathematics education (7 works) · Social science (7 works) · Disability Education and Employment (6 works) · Teacher Education and Leadership Studies (6 works)