INCLUSIVE EDUCATION IN THE REPUBLIC OF KAZAKHSTAN: LEGAL FRAMEWORK AND CURRENT STATE

Abstract

This article examines the current state and legal foundations of inclusive education in the Republic of Kazakhstan, with a focus on ensuring equal educational opportunities for children with special educational needs. The aim of the study is a comprehensive analysis of international and national legal acts regulating inclusive education, identification of problem areas, such as the shortage of teaching staff, insufficient training of specialists, and regional disparities, as well as determining prospects for the further development of an inclusive educational environment. The research methodology is based on the analysis and synthesis of international documents, including the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities, national laws «On Education», «On the Rights of the Child», and «On Social and Medico-Pedagogical Support for Children with Disabilities», as well as statistical data from preschool, secondary, and vocational education institutions. The analysis revealed a positive trend in the implementation of inclusive practices, an increase in the number of institutions creating conditions for inclusion, and a growing contingent of children and students with special educational needs. At the same time, key challenges were identified: a shortage of qualified specialists, regional disparities in the provision of an inclusive environment, and the need to foster an inclusive culture in society. The results have theoretical significance for the development of the scientific foundations of inclusive education and practical value for improving educational policy, planning teacher training, and organizing the educational process considering the diverse needs of learners.