Teachers' and Students’ Perceptions Towards Inclusive Education at University Level: Case Study in Kazakhstan
Loading...
Date
2025
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
SDU University
Abstract
Inclusive education aims to ensure that all students, regardless of ability or disability, have equitable access to quality learning opportunities. It has become a central focus of educational reform worldwide, encouraging teaching practices that accommodate diverse learning needs. In Kazakhstan, significant steps have been taken to promote inclusive education, reflecting the nation’s commitment to upholding the right of all citizens to quality education. However, the effectiveness of these efforts depends not only on policy but also on the perceptions and experiences of those directly involved in the educational process. This study explores the perspectives of students with special educational needs (SEN) and teachers who teach students with special educational needs (SEN) within an inclusive higher education environment, specifically in English language courses. Using a qualitative case study approach, interviews were conducted with both groups to identify the challenges they encounter, as well as their suggestions for improving inclusive practices. Thematic analysis was applied to uncover common concerns, such as gaps in teacher training, limited adapted resources, and the need for more supportive institutional structures. By highlighting these experiences, the research provides insights that can guide educators, administrators, and policymakers in creating more inclusive and responsive university settings. The study concludes with recommendations for practical improvements and directions for future research on inclusive education in higher education contexts.
Description
Keywords
Inclusive Education, Students’ Perceptions, Teachers' Perceptions
Citation
Raissova A / Teachers' and Students’ Perceptions Towards Inclusive Education at University Level: Case Study in Kazakhstan / SDU University / Faculty of Education and Humanities