Keyword: «qualitative approach»

As the model of inclusive education is gaining momentum compared to the approaches of special classes and special schools, the percentage of students with special educational needs attending regular classes with their typically developed peers is gradually increasing. As part of this effort, teachers and school psychologists need to expand their knowledge and skills to provide a supportive classroom environment that can facilitate the academic and social integration of students with special educational needs. The aim of this qualitative study was to study, through semi-structured interviews, the views of 30 Kazakhstani teachers working with students with special educational needs. Content analysis of the data showed that, the factors contributing to inclusiveness revolve around building strong relationships with the child, family and professionals working in the school context, as well as adequate information regarding children with special needs. The obstacles to integration are mainly due to practical difficulties, such as overcrowding in classrooms, delays in diagnosis and the lack of reliable evaluation measures. Overall, although the Kazakh teachers seem to have a positive attitude towards inclusive education, they apparently underestimate some practices of inclusive education, considering the modern literature as key elements. As a result of this study, there was a need for additional training, psychosocial support and psychoeducation of Kazakh teachers working in the field of inclusive education.