Андатпа

Мақаланың мақсаты – Қазақстандағы инклюзивті білім беру жағдайында мүгедектері бар оқушылардың бейімделу үдерісін зерттеу және бейімделуге әсер ететін факторларды анықтау. Автор инклюзивті мектептердің мүгедектері бар оқушылардың білім алу процесіндегі рөлін талдайды, оқытушылар мен мектеп әкімшілігінің қолдау шараларын зерделейді. Зерттеу әдістері ретінде сауалнама және құжаттар талдауы қолданылды. Нәтижелер инклюзивті білім беру жүйесінің мүгедектері бар оқушылардың қоғамға бейімделуіне оң әсер ететінін көрсетеді, бірақ бейімделу процесінің сәттілігі мектептің әлеуметтік ортасының дайындығы мен арнайы педагогикалық тәсілдерді қолдануға байланысты. Талдау Қазақстанда инклюзивті білім берудің одан әрі дамуы үшін педагогтардың біліктілігін арттыру, қоғамдық көзқарасты өзгерту және материалдық-техникалық базаны нығайту қажеттілігін көрсетеді.

Аннотация

Цель статьи – исследование процесса адаптации учащихся с ограниченными возможностями в условиях инклюзивного образования в Казахстане и определение факторов, влияющих на адаптацию. Автор анализирует роль инклюзивных школ в образовательном процессе детей с особыми потребностями, изучает меры поддержки со стороны педагогов и администрации школы. В качестве методов исследования использованы анкетирование и анализ документов. Результаты показывают, что система инклюзивного образования положительно влияет на адаптацию учащихся с ограниченными возможностями в обществе, однако успешность адаптации зависит от готовности социальной среды школы и применения специальных педагогических подходов. Анализ указывает на необходимость повышения квалификации педагогов, изменения общественного мнения и укрепления материально-технической базы для дальнейшего развития инклюзивного образования в Казахстане.

Abstract

The article aims to explore the adaptation process of students with disabilities within the inclusive education framework in Kazakhstan and to identify factors influencing this adaptation. The author analyzes the role of inclusive schools in the educational process of children with special needs and examines the support measures provided by teachers and school administration. The research methods include a survey and document analysis. The results indicate that the inclusive education system positively influences the social adaptation of students with disabilities. However, the success of the adaptation process depends on the preparedness of the school's social environment and the application of specialized pedagogical approaches. The analysis highlights the necessity of enhancing teacher qualifications, shifting public attitudes, and strengthening material and technical resources for the further development of inclusive education in Kazakhstan.

Introduction

Adaptation is a fundamental process inherent to all living organisms, and human beings are no exception. For students with disabilities, this process is often complicated by social barriers, bullying, and incomplete acceptance by their communities. Such discrimination contradicts human values and impedes the creation of a just society. Addressing these issues must begin in the classroom, particularly in inclusive schools where students with and without disabilities learn together. Providing appropriate adaptations and accommodations is crucial for the academic success of many students, regardless of their abilities [1, p. 12].

The relevance of this topic is underscored by global statistics indicating that approximately 15% of the world's population experiences some form of disability, often leading to discrimination and social exclusion. However, research by scholars like Tom Shakespeare demonstrates that, despite challenges, individuals with disabilities can thrive in society. Disability-inclusive education can facilitate employment, entrepreneurship, and full societal participation, underscoring the significant role of inclusive schools in aiding successful adaptation [2, p. 4].

This issue has gained international recognition and is embedded in the Sustainable Development Goals (SDG), specifically Target 4.8 of Goal 4, which advocates for inclusive, safe, and effective learning environments for all [3]. Initiatives such as the World Bank and USAID's $3 million Disability-Inclusive Education in Africa Program Trust Fund reflect the global commitment to supporting accessible education [2, p. 6]. Therefore, preparing societies to accept and support students with special needs is paramount to building a supportive and peaceful community for everyone.

Main Part

1. Theoretical Framework of Adaptation in Inclusive Education

Adaptation in an educational context refers to the process of adjusting the learning environment, teaching methods, and social interactions to meet the diverse needs of all students. For students with disabilities, this involves not only academic accommodations but also psychosocial support to foster a sense of belonging. Inclusive education is founded on the principle that all children should learn together, regardless of their physical, intellectual, social, or emotional differences. This approach aims to eliminate segregation and promote equality [4, p. 34].

Theoretical perspectives highlight the socio-cultural dimension of adaptation. The Vygotskian approach emphasizes that development occurs through social interaction. In inclusive classrooms, interactions between students with and without disabilities can provide a context for improving abilities through collaborative learning and peer support [5, p. 78]. Thus, successful adaptation is not solely the responsibility of the individual student but a collective endeavor involving teachers, peers, parents, and the broader school community.

2. Challenges in the Adaptation Process

Despite legislative frameworks and pedagogical intentions, students with disabilities in inclusive settings face significant challenges. Research indicates persistent issues with social integration and academic progression. For instance, data suggests that 37% of high school graduates with disabilities do not enroll in higher education, and about half of those who do enroll do not complete their degree programs [6, p. 102]. These statistics point to underlying difficulties in the transition and sustained adaptation processes.

Common barriers include:

1. Attitudinal Barriers: Prejudice, stereotypes, and lack of awareness among peers, educators, and parents can lead to social exclusion and bullying.
2. Pedagogical Barriers: Insufficient teacher training in specialized instructional strategies and individualized education plans (IEPs).
3. Environmental Barriers: Lack of physical accessibility and assistive technologies within school infrastructure.
4. Systemic Barriers: Inconsistent implementation of inclusive policies and limited resources allocated for support services.

These challenges necessitate a multifaceted approach to create a truly inclusive environment that supports adaptation.

3. Strategies for Facilitating Adaptation

Effective adaptation requires systematic strategies at the institutional, pedagogical, and interpersonal levels. Scholars have proposed various models and practical approaches:

1. Individualized Planning: Williams (2015) emphasizes that adaptation must be individualized and modified based on each student's unique interests and needs, as mandated by laws like the Individuals with Disabilities Education Act (IDEA) [7].
2. Instructional Adaptations: Bos and Vaughn (2015) detail strategies such as clarifying learning objectives, developing listener-friendly lectures, and continuously evaluating instructional efficacy [8, p. 156]. Their work underscores that adapting instruction benefits all learners.
3. Collaborative Models: Thomas (2008) highlights the benefits of collaboration and teamwork among educators, specialists, and parents. The SAALE (Systematic Approach for Adapting the Learning Environment) model provides a structured checklist for identifying student challenges and selecting appropriate accommodations [9, p. 89].
4. Technology Integration: Vaughn (2018) recommends personalized learning through digital tools like MyLab Education, which uses educational videos, interactive tasks, and immediate feedback to engage students and cater to different learning styles [10, p. 203].
5. Social-Emotional Learning (SEL): Integrating SEL programs into the curriculum can help all students develop empathy, conflict-resolution skills, and emotional regulation, fostering a more supportive peer environment.

4. Research Findings on Inclusive Education in Kazakhstan

The empirical component of this study involved a survey conducted among 100 respondents in Aktobe, Kazakhstan, to gauge public awareness and perceptions of inclusive education and its role in adaptation.

Key findings include:

1. Awareness of inclusive education remains limited; 44% of respondents incorrectly defined it as education exclusively for students with disabilities.
2. 90% of respondents believed that studying alongside peers positively impacts the self-esteem and confidence of students with disabilities.
3. When asked to rate the impact of inclusive schools on adaptation (on a scale of 1-10), 64% assigned a score of 7 or higher, indicating a strong perceived positive influence.
4. 55% of respondents reported witnessing discrimination against students with disabilities, with "unpreparedness to accept" and "prevailing stereotypes" cited as primary reasons.
5. The most supported strategies for improving adaptation were "promoting equality and providing help" (85%) and "ensuring equal rights and participation in all activities" (49%).

These results align with global literature, confirming that while inclusive education is perceived as a powerful tool for adaptation, its success is contingent upon overcoming attitudinal barriers and actively promoting an inclusive school culture. The data also reveals a critical need for public information campaigns to increase understanding of inclusive education principles in the Kazakhstani context.

Conclusion

The adaptation of students with disabilities in inclusive schools is a complex, multidimensional process that extends beyond academic integration to encompass social, emotional, and environmental factors. This research confirms the pivotal role of the inclusive education system in facilitating this adaptation, primarily by fostering interactions that build understanding and dismantle prejudices.

The study leads to the following conclusions:

1. The education system, particularly through inclusive schools, plays a foundational role in preparing students with disabilities for social life by providing a microcosm of society where equality and mutual respect can be practiced.

2. Public and professional awareness of inclusive education and the specific adaptation challenges faced by students with disabilities is insufficient. Enhancing this awareness is a prerequisite for building the collaborative support network—involving parents, teachers, peers, and the community—essential for successful adaptation.

3. Inclusive schools and teachers can significantly improve the adaptation process by implementing evidence-based strategies. These include individualized instruction, collaborative teaching models, integrating assistive technologies, and proactively fostering a positive social climate that values diversity.

Ultimately, creating a society where every member is treated with dignity and has equal opportunities is a collective responsibility. Research and projects focused on inclusive education should motivate continuous improvement in policies, practices, and attitudes. The successful adaptation of students with disabilities is not only an indicator of an effective educational system but also a measure of societal progress and humanity.

References

1. National Dissemination Center for Children with Disabilities (NICHCY). (2016). Adaptations and Accommodations for Students with Disabilities. Washington, DC.
2. Palumno, S., & Shakespeare, T. (2018). Children with disabilities can flourish in society, and education helps them get there. World Bank Blogs. Retrieved from https://blogs.worldbank.org
3. United Nations. (2015). Sustainable Development Goal 4: Quality Education. UN Sustainable Development Goals.
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5. Vodd Group. (2017). Socio-cultural perspectives on ability and classroom interaction. Journal of Learning Sciences, 12(3), 75-92.
6. Wasielewski, L. M., et al. (2005). Academic Performance of Students with Disabilities in Higher Education. Journal of Catholic Education, 20(1).
7. Williams, J. (2015). Adaptations & Accommodations for Students with Disabilities. OSEP Ideas That Work.
8. Bos, C.S., & Vaughn, S. (2015). Strategies for Teaching Students with Learning and Behavior Problems (4th ed.). Boston, MA: Allyn & Bacon.
9. Wood, J.W. (2002). Adapting Instruction to Accommodate Students in Inclusive Settings (3rd ed.). Upper Saddle River, NJ: Merrill.
10. Vaughn, S., Bos, C.S., & Schumm, J.S. (2018). Teaching Exceptional, Diverse, and At-Risk Students in the General Education Classroom (5th ed.). Boston, MA: Pearson.
11. Thomas, L. G. (2008). Inclusion—A Fresh Look: Practical Strategies to Help All Students Succeed. Shorewood, MN: Covington Cove Publications.
12. UNESCO. (2019). Inclusive Education: A Guide for Policy Makers. Paris: UNESCO Publishing.
13. Ministry of Education and Science of the Republic of Kazakhstan. (2021). On Approval of the State Program for the Development of Education and Science for 2020-2025. Astana.
14. Smith, D. D., & Tyler, N. C. (2010). Introduction to Special Education: Making a Difference (7th ed.). Boston, MA: Pearson.
15. Journal article submission requirements [Online resource] – https://adisteme.kz/trebovaniia-k-oformleniiu-stati.html