Teachers’ Attitudes towards Inclusive Education in Kazakhstan

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Abstract

Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude towards inclusion.
Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used.
Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion.
Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.

About the authors

Ruben O. Agavelyan

Novosibirsk State Pedagogical University

Email: ruben_h_ag@mail.ru
ORCID iD: 0000-0001-6494-8544
Scopus Author ID: 57142428300

Director of the Institute of Childhood, Dr.Sci. (Psychology), Professor

Russian Federation, 28 Vilyuiskaya St., Novosibirsk 630126

Saule D. Aubakirova

Turan-Astana University

Author for correspondence.
Email: sdaubakirova@gmail.com
ORCID iD: 0000-0002-7321-3045
Scopus Author ID: 37096726100

Associate Professor of Chair of Pedagogy and Psychology, Ph.D.

Kazakhstan, 29 Dukenuly St., Nur-Sultan 010000

Aisulu D. Zhomartova

Toraighyrov Pavlodar State University

Email: zhomartova_aisulu@mail.ru
ORCID iD: 0000-0003-4433-0485
Kazakhstan, 64 Lomov St., Pavlodar 140008

Elena I. Burdina

Toraighyrov Pavlodar State University

Email: e.i.burdina@mail.ru
ORCID iD: 0000-0002-7757-7612
Scopus Author ID: 57191997702

Professor of Chair of Psychology and Pedagogy, Dr.Sci. (Pedagogy), Professor

Kazakhstan, 64 Lomov St., Pavlodar 140008

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Copyright (c) 2026 Agavelyan R.O., Aubakirova S.D., Zhomartova A.D., Burdina E.I.

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