NUGSE Research in Education Journal. (2018) Volume 3. Issue 2
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Item Open Access Special Issue: Inclusive Education in Kazakhstan(Nazarbayev University Graduate School of Education, 2018-12)NUGSE Research in Education is a peer-reviewed journal designed for educational leaders, policy makers, researchers and students interested in empirical research, critical reviews, and analytical papers on a wide range of topics in education. The primary aim is to share experience and promote understanding of Kazakhstan’s unique educational context. The journal is peer-reviewed by an editorial board primarily comprising students, alumni and faculty of Nazarbayev University, offering emerging scholars the experience and knowledge of the publication process, peer-revision boards, and critical analysis of quality scholarly work...Item Open Access A Case Study: What is Better for His Future?(Nazarbayev University Graduate School of Education, 2018-12) Manuilova, NatalyaThis case describes the implementation of inclusive education within a mainstream secondary school on the example of the experience of a student with a cognitive developmental delay, whose special educational needs limit his academic participation and socialization in a school learning environment. The policy initiative is administered by the school principal who needs to make a decision about the best option in addressing the situation. This case narrative both highlights the complexity of the policy execution, the challenges the school principal encounters when designing actions in ensuring student’s participation; and reflects ethical issues involved in the provision of special educational services. While there are no straightforward solutions to meeting all students’ diverse needs, this case provides helpful lessons for educational leaders working in accommodating students with special educational needs. Keywords: inclusion, leadership, mainstream school, special school, student development...Item Open Access To Be or Not To Be: A Teacher Commitment in Meeting Students’ Diverse Needs(Nazarbayev University Graduate School of Education, 2018-12) Saduakas, KymbatThis case study presents the experience of a young teacher at a private educational center, who enthusiastically works as an English teacher, and has forty academic hours per week including additional responsibilities of being a curator, and providing students with extra lessons. This has not created any issues until the teacher has faced an equity dilemma with one of her students, who had a difficult family and financial situation that required the teacher to stay at the center longer, consequently obliging her to stay late evening hours at the workplace. This narrative inquiry examines the commitment teachers often make to meet their students’ diverse needs, and calls students and teachers to reflect on the ethical issues implicated. The questions for discussion and teaching notes for meeting students’ diverse needs are provided...Item Open Access A Qualitative Study of Parental Perceptions of Inclusive Education in Kazakhstan: The View of Three(Nazarbayev University Graduate School of Education, 2018-12) Khamidulina, ZarinaKazakhstan is presently undergoing a number of developments in the education system. One of the main reform directions includes the development of inclusive education. The problem is that the reform lacks a focus on increasing social awareness about inclusive education (Zholtayeva et al., 2013). This qualitativeinterview based study aims at exploring parental perceptions about the inclusion of children with special needs at the mainstream schools. The results of this study make important revelations about the parental understandings of the policy, their attitudes and possible challenges schools face when implementing the inclusive education practices...Item Open Access One Size Does Not Fit All: A Case of a Student Who Encountered a Problem in an Exam(Nazarbayev University Graduate School of Education, 2018-12) Rakhimbekova, AssemDrawing on a narrative story of a gifted student, who studies at the school for gifted children, and who suffers from stuttering that made him difficult to articulate his words and deliver his ideas properly, this case study draws the attention to the problem of children with special educational needs, who are neglected at schools and have to cope with the study tasks that are designed for normal and gifted children. The case begins with describing the case genre and the context of the school setting, and then explores the events and challenges faced by a student, who encounters a problem in an exam. This narrative research asks readers to consider how teachers and school leaders must accommodate learners with special needs...Item Open Access Leadership for Change: Promoting Inclusive Values and Cultures(Nazarbayev University Graduate School of Education, 2018-12) Passeka, YevgeniyaCultural values are the foundation of inclusion, and this is the reason why Ainscow and Booth (2002) in their Index for Inclusion put this dimension at the base of their inverted triangle with the other two sides being policies and practices. The authors of the index argue that developing inclusive cultures can bring about a change in procedures (Booth & Ainscow, 2002). This is why it is critical that all the policy participants are made aware of the cultural values and ideas before trying to implement the inclusion policies. This study focuses on the cultural aspects of implementing inclusive education at schools, and attempts to answer who should take the leadership role in order to undertake positive practical steps in promoting inclusive values and cultures in the mainstream schools in Kazakhstan; and discusses which leadership models would best suit in the context of inclusive schools...Item Open Access Inclusive Education in Post-Soviet Countries: a Case of Kazakhstan(Nazarbayev University Graduate School of Education, 2018-12) Makoelle, Tsediso MichaelInclusive education has become a focal point internationally (Ainscow, Dyson & Weiner, 2013). In many contexts the implementation of inclusive education is characterized by contradictions, controversies, dilemmas and anomalies (Makoelle, 2014a; Slee, 2018). The fact that inclusive education came as a critique of special education raises a lot of questions as some tend to attribute it solely to education of students with disability and special needs, while in essence it focuses on a wide spectrum of diversity such as gender, race, ethnicity, and socio-economic status (Makoelle, 2016). The emphasis on disability and special needs create a framework of thinking imbued with an extreme inclination to believe that inclusion is only about disability. The fact that there are different ways in which the notion of inclusion is conceptualized means it is enacted through different practices and policy perspectives. Whoever goes through the process of enacting inclusion, experiences it differently depending on unique situation and context (Makoelle, 2014b)...Item Open Access Dilemma in Inclusive Education: How Amre Challenged the Policy of Proportions of Students With and Without Disabilities in an Inclusive Education Center(Nazarbayev University Graduate School of Education, 2018-12) Rollan, KamilaThis case study highlights a teacher’s struggle to include a student with autism spectrum disorder into a classroom, where there is already a maximum number of students with special educational needs compliant to the principle of the natural proportions. This study provides a narrative of an ethical dilemma faced in the realization of the educational inclusion of a child with special needs. The case raises the following question: where is the line between adhering to the principles of the natural proportions and excluding a student? This qualitative narrative study facilitates a critical reflection of the dilemma in the inclusive educational leadership, when difficult decisions need to be made.