caerCentral Asian Economic ReviewCentral Asian Economic Review2789-43982789-4401Университет Нархоз10.52821/2789-4401-2021-5-76-89caer-357Research ArticleГОСУДАРСТВО И БИЗНЕС: ТЕОРИЯ И ПРАКТИКА УПРАВЛЕНИЯSTATE AND BUSINESS: THEORY AND PRACTICE OF MANAGEMENTОТНОШЕНИЕ УЧИТЕЛЕЙ К ИНКЛЮЗИВНОМУ ОБРАЗОВАНИЮ В КАЗАХСТАНЕ: КЕЙС ОБЩЕОБРАЗОВАТЕЛЬНЫХ ШКОЛ ГОРОДА АЛМАТЫATTITUDES OF TEACHERS TOWARD INCLUSIVE EDUCATION IN KAZAKHSTAN: THE CASE OF MAINSTREAM SCHOOLS IN ALMATYЮсуповаД. Ш.YussupovaD. Sh.

Докторантура, 2 курс, ГиМУ

Алматы

Yussupova Durdona Shukhratovna – PhD student

Almaty

durdona.yussupova@narxoz.kzhttps://orcid.org/0000-0001-8608-488XИсабаевМ. М.IssabayevM. M.

Алматы

Issabayev Murat Maratovich – PhD, Associate Research Professor

Almaty

murat.isabayev@narxoz.kzУниверситет НархозКазахстанNarxoz UniversityKazakhstan202115022022057689Copyright © Юсупова Д.Ш., Исабаев М.М., 20222022Юсупова Д.Ш., Исабаев М.М.Yussupova D.S., Issabayev M.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://caer.narxoz.kz/jour/article/view/357

Цель исследования – выявление факторов, влияющих на отношение учителей общеобразовательных школ города Алматы к процессу инклюзивного образования. В работе анализируется восприятие и опыт учителей, способствующие формированию у них положительного или отрицательного отношения к инклюзии.

Методология

Методология. В данной работе представлены результаты качественного метода исследования. В интервью приняли участие 25 учителей из 15 общеобразовательных школ города Алматы. Данные были систематизированы программным обеспечением Atlas.ti по нескольким темам (кодировкам), связанные с отношением учителей, которые затем были распределены по факторам.

Оригинальность / ценность исследования. Понимание отношения учителей и их восприятия к инклюзивному образованию будет способствовать выявлению острых проблем, с которыми сталкивается процесс инклюзии при внедрении в школах. Это будет способствовать предотвращению негативных последствий со стороны учителей. Более того, использование полуструктурированных интервью в контексте Казахстана глубже проанализирует сущность отношения учителей к инклюзивному образованию.

Результаты исследования

Результаты исследования. Были определены шесть факторов, как концептуальные, социальные, технические, методологические и дидактические, профессиональные и медиа факторы, которые способствуют формированию определенного отношения у учителей к инклюзии. Результаты показали более нейтральное и даже отрицательное отношение учителей к инклюзии. Их больше волновали методологические / дидактические и социальные факторы при выражении своего опыта в процессе инклюзивного образования.

The purpose of the research is to reveal the factors influencing the attitudes of mainstream schoolteachers toward inclusive education process in Almaty. It analyzes teachers’ viewpoints and experiences contributing to the formation of their positive or negative attitudes toward inclusion.

Methodology

Methodology. This research presents the results of qualitative study. 25 teachers of 15 mainstream schools of Almaty city have participated in interviews. The data was codified by Atlas.ti software into several themes related to teachers’ attitudes, which then was attributed to factors.

Originality / value of the research. Understanding the teachers’ attitudes and their feelings toward inclusive education will contribute to identify the acute problems in the inclusion process thus preventing negative outcomes of it from teachers’ part. Moreover, utilization of semi-structured interviews in the context of Kazakhstan helps to deeply explore the essence of teachers’ attitudes toward inclusive education.

Findings

Findings. Six factors were identified as conceptual, social, technical, methodological and didactical, professional and media, that contributes for the formation of particular attitude of teachers. Findings showed more neutral and even negative attitude of teachers toward inclusion. They were more concerned with methodological/didactical and social factors in expressing their experiences with inclusive education process.

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The authors declare that there are no conflicts of interest present.