Fundamentals of inclusive education

At the initiative of the President of the Republic of Kazakhstan, the country is systematically implementing large-scale social reforms aimed at creating an equal, accessible, and safe environment for children, while ensuring access to quality education.

In 2021, Kazakhstan adopted the Law of the Republic of Kazakhstan “On Amendments and Additions to Certain Legislative Acts of the Republic of Kazakhstan on Issues of Inclusive Education.” This law significantly strengthened the legislative framework for ensuring quality education for children with special educational needs, protecting their rights, and expanding their opportunities. The state established guarantees for creating conditions for inclusive education at all levels of the education system and introduced mechanisms for psychological and pedagogical support, as well as the assessment of educational needs.

In this context, the advanced training course “Inclusive Education: Theory and Practice” organized in June 2026 by the Institute for Advanced Training and Continuing Education of Al-Farabi Kazakh National University, holds particular significance. The course was offered online in both Kazakh and Russian for the university’s academic staff.

The trainer for the Kazakh-language group was Kyrmyzy Zhumabekova, PhD, Senior Lecturer at the Department of Pedagogy and Educational Management, Faculty of Philosophy and Political Science, Al-Farabi Kazakh National University.

The primary objective of the course was to support higher education institutions in developing an inclusive educational environment, implementing teaching methodologies that recognize student diversity, and enhancing the professional competencies of university instructors.

The lecture and practical sessions provided an in-depth analysis of the principles of inclusive education, its legislative and methodological foundations, and its pedagogical and psychological aspects. Participants acquired practical skills in adapting educational programs, applying differentiated instruction, ensuring the accessibility of educational resources, and establishing effective communication with students who have special educational needs.

The course provided valuable opportunities for the academic staff to improve their professional and pedagogical practice in accordance with contemporary educational standards. The organization of such professional development programs contributes to the creation of an inclusive educational environment that ensures equal learning opportunities for all students.

Zhaniya Yeshova

Associate Professor, Department of Physical Chemistry, Catalysis and Petrochemistry