Defining spaces: resource centres, collaboration, and inclusion in Kazakhstan
Somerton M. Helmer J. Kasa R. Hernández-Torrano D. Makoelle T.M.
August 2021Springer Science and Business Media B.V.
Journal of Educational Change
2021#22Issue 3315 - 334 pp.
Recognition and implementation of best practice collaborative partnerships are fundamental to developing inclusive schools and achieving positive outcomes. This is particularly important for those students requiring additional educational supports. In order to develop an individual approach to learning, and implement the necessary adjustments required to assist a student with specific needs, input from parents and other key stakeholders is considered important (Evans, in: Ashman (ed) Education for inclusion and diversity, Pearson, Melbourne, 2015). Azzopardi (Int J Incl Educ 15(1):179–192, 2011) argues that inclusion needs to be viewed as a process that encompasses the culture, policies and practices of a whole school and wider community. Even with the positive intentions from a range of contributors, the purpose and practice of collaborative relationships can vary significantly (Cloninger, in: Orelove, Sobsey, Gillies (eds) Educating students with severe and multiple disabilities: a collaborative approach. Brookes Publishing, Baltimore, 2017). The present study examines the collaborative experiences of key stakeholders at schools that are supported by NGO funded resource centres in Nur-Sultan, Kazakhstan. A descriptive case study research design with a narrative framework explored the lived experiences of 22 teachers, principals, specialists and parents by highlighting the complex factors that are enabling or disabling the success of children with disabilities. The central focus for each semi-structured interview with participants was to describe and understand the current collaborative processes within newly established resource centres at three mainstream government schools in Kazakhstan. The results show how resource centres contribute to developing inclusive practices within the Kazakhstani context of current educational reforms and identify opportunities to enhance and contribute to the development of a successful model of support. The findings of this research have implications for key stakeholders concerning the immediate need for coherent and practical policy that embodies a shared vision and understanding of inclusive practice.
Collaboration , Inclusive education , Kazakhstan , Resource centres
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Nazarbayev University Graduate School of Education, 53 Kabanbay Batyr, Nur-Sultan, 010000, Kazakhstan
Nazarbayev University Graduate School of Education
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