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Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia

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  • Prisiazhniuk, Daria
  • Makoelle, Tsediso Michael
  • Zangieva, Irina

Abstract

Teachers’ attitudes towards inclusive education, particularly towards students with special educational needs and disability (SEND), have become a focus of research in the past years. In many countries, the process of the implementation of inclusive education has either not been smooth or, in some cases, stalled by negative attitudes of teachers. Teachers are regarded as key drivers of the implementation of inclusive education as they are at schools and classrooms, which are strategic delivery points. Central Asian countries have embarked on a process of implementing inclusive education in their respective education systems. Therefore, in this quantitative study, using regression analysis, and one-way ANOVA, the attitudes of eight hundred and sixty-nine (869) teachers from Central Asian countries i,e Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan were surveyed. The analysis shows a noticeable shift from the segregation strategy embedded in defectology to inclusion and equity for students with SEND. However, the teachers’ attitudes still vary, the teachers could be classified into six groups according to their settings towards inclusive education.

Suggested Citation

  • Prisiazhniuk, Daria & Makoelle, Tsediso Michael & Zangieva, Irina, 2024. "Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia," Children and Youth Services Review, Elsevier, vol. 160(C).
    • Handle: RePEc:eee:cysrev:v:160:y:2024:i:c:s0190740924001075
    DOI: 10.1016/j.childyouth.2024.107535
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    References listed on IDEAS

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    1. Constanza San Martin & Chenda Ramirez & Rubén Calvo & Yolanda Muñoz-Martínez & Umesh Sharma, 2021. "Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    2. Aitana Fernandez-Villardon & Pilar Alvarez & Leire Ugalde & Itxaso Tellado, 2020. "Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review," Social Sciences, MDPI, vol. 9(6), pages 1-15, June.
    3. Tsediso Michael Makoelle, 2020. "Schools’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan," SAGE Open, , vol. 10(2), pages 21582440209, May.
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