As Kazakhstan advances its commitment to achieving inclusivity in all general education schools by 2025, the establishment of inclusion support resource rooms (ISRRs) has become a critical initiative (Government of the Republic of Kazakhstan, 2019). These rooms aim to provide individualised support for students with special educational needs (SEN) within mainstream education settings, representing a significant step toward inclusive education. However, little is known about how ISRRs function in practice, particularly from the perspective of teachers who utilise them.
This multiple-case study investigated the operational dynamics of ISRRs in two mainstream schools in Kazakhstan, addressing three key questions: How do teachers describe the functioning of ISRRs in their schools? What are their perceptions of ISRR's effectiveness in supporting students with SEN? What challenges do they face in using these rooms? Using qualitative methods, including focus group discussions and semi-structured interviews, the research centred on teachers’ lived experiences to provide a detailed understanding of ISRRs’ implementation.
The findings revealed several challenges hindering the effectiveness of ISRRs, including inadequate training for pre-service and in-service teachers, lack of administrative support, insufficient recognition of special education teachers’ qualifications, low salaries, and negative attitudes toward SEN students from general classroom teachers. These barriers highlight the need for systemic support, targeted professional development, mentorship programmes, and strategies to address negative perceptions.
By emphasising teachers’ perspectives, this study offers critical insights for policymakers and educators, guiding efforts to ensure ISRRs contribute to the success of all students in Kazakhstan’s schools.

Authors:
Aruzhan Zhambyl, Nazarbayev University, Kazakhstan

About the Presenter(s)
Ms. Aruzhan Zhambyl is a Master’s student in Educational Leadership at Nazarbayev University. Her interests include inclusive education, initial teacher education for inclusion in Central Asian countries and beyond, and the adaptation of education systems during global crises, with a focus on rebuilding access to quality education for vulnerable children in contexts of conflict and displacement. Currently, she is researching inclusion support resource rooms in Kazakhstani mainstream schools which is one of the inclusion support systems in Kazakhstan. She has experience in qualitative research, including case study design and data collection through focus group discussions (FGDs) and semi-structured interviews across multiple research sites.

Connect on Linkedin
https://www.linkedin.com/in/aruzhanzhambyl/

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