Planting the seeds for inclusive education
One resource centre at a time
Bibliographic Data
| ID | 12578155 |
|---|---|
| Authors | Janet Helmer (0000-0002-2329-7885, Nazarbayev University, corresponding author), Rita Kaša (0000-0002-4479-9315, Nazarbayev University), Michelle Somerton (0000-0001-9812-2409, Nazarbayev University), Tsediso Michael Makoelle (0000-0002-1201-8289, Nazarbayev University), Daniel Hernández-Torrano (0000-0001-9137-2392, Nazarbayev University) |
| Year | 2020 |
| Volume | 27 |
| Issue | 5 |
| Pages | 586-602 |
| Publication date | 2020-12-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2020.1864791 |
| OpenAlex | W3113423590 |
| Language | EN |
| Citations received | 7 |
| References cited | 29 |
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 the end of 2018. The purpose of this qualitative study was to examine how school-based resource centres are assisting in the development of creating conditions for inclusive education in mainstream schools of Nur-Sultan City. Data was collected using 22 one-to-one interviews with resource centre staff, teachers, parents of SEN students, school specialists and principals thus giving voice to all stakeholders. The main findings of the study were the positive impacts of resource centres in contributing to the continued development of inclusive education in Kazakhstan. Other findings revealed areas for further improvement in order to sustain and grow this initiative. These findings have implications for further detailing policy outlining a focused and practical plan for the continued development and reform of inclusive education beyond the capital city
Christian ministry · Economic growth · Government (linguistics · Inclusion (mineral · Mainstream · Mainstreaming · Pedagogy · Political science · Public relations · Resource (disambiguation · Social science · Sociology · Special education · Collaborative Teaching and Inclusion · Disability Education and Employment · Family and Disability Support Research · Public Administration
The Implementation of Special Needs School Programs as Resource Center for Inclusive Education in Indonesia
The Operation and Development of Inclusive Education Resource Centres/Rooms in China
Bridging the gap
Positioning the teacher as consultant
Factors affecting multi-stakeholders perspectives towards inclusive early childhood education (Iece) in Kazakhstan
Disability and homeschooling
Seeking support beyond schools
The Irregular School
Improving Schools, Developing Inclusion
What counts as evidence of inclusive education?
Co-Teaching in Inclusive Classrooms
Teacher preparation for inclusive education
Null
Developing inclusive education systems
Developing inclusive practice
Inclusive education in Eastern European countries
Inclusive education reform in Kazakhstan
Challenges experienced by district-based support teams in the execution of their functions in a specific South African province
Collaborative consultation to promote inclusion
Role of resource centres in facilitating inclusive education
The Right to Inclusive Education According to Article 24 of the UN Convention on the Rights of Persons with Disabilities
Educational Reform and Internationalisation
| Unique citing works | 7 |
|---|---|
| Citations per year | 1.4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |