Readiness of Junior English Teachers for Implementing Inclusive Education in Secondary Educational Institutions in Kazakhstan

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Date

2020-12-25

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Suleyman Demirel University

Abstract

The purpose of this research project is to examine the readiness of junior English teachers for the implementation of inclusive education in Kazakhstan. I study the challenges of junior English teachers in working with children who have special needs in Kazakhstani secondary schools. I also explore what could be done to address these challenges of inclusive English teaching in Kazakhstan. Semi-structured interviews were conducted with six junior English teachers who have had experience working in inclusive classrooms across Almaty public secondary schools. The findings suggest that despite having overall positive attitudes towards implementing inclusive instruction of English, junior teachers lack relevant training and resources that would enable them to successfully teach students with special needs. Based on this study, the lack of special education-oriented training could be addressed by introducing inclusive education courses in teacher training curricula and in professional development programs.

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Citation

Oralbay, A. (2020). Readiness of Junior English Teachers for Implementing Inclusive Education in Secondary Educational Institutions in Kazakhstan (Master's dissertation, Suleyman Demirel University).