The Future of Education

Edition 14

Accepted Abstracts

Educational Program for Teachers of Inclusive Classes of Secondary Schools

Lyazzat Kosherbayeva, SDU University, Kaskelen Asfendiyarova Kazakh National Medical University, Almaty (Kazakhstan)

Laura Kozhageldiyeva, SDU University, Kaskelen (Kazakhstan)

Svetlana Ismagulova, SDU University, Kaskelen (Kazakhstan)


Kazakhstan has prioritized the 17 UN Sustainable Development Goals, particularly the Goal 4 related to access of education for all population [1]. In the last 10 years, changes in regulatory documents have allowed children with disabilities to study in general education schools, where special inclusive classes have been created. However, there are a number of issues that require attention, such as the lack of teacher training in working with children with autism. The goal is to develop a professional development program for teachers in inclusive classes. At the first stage, a multidisciplinary team was created, which included teachers, methodologists, and health care specialists (public health and neurologists). As a result, it was decided to develop a program consisting of three modules: the first is related to health issues, so that teachers could recognize the child’s condition and explain to parents, attention was also focused on what symptoms should be paid to the child, etc.; the second module was related to legal and regulatory aspects in Kazakhstan regarding the education of children and their rights, as well as the responsibilities and rights of parents; and the third module dealt with the development of an individual plan on how to work with a child, creating a healthy environment. Consequently, one training was conducted among 20 teachers, where the first feedback was received. Feedback results showed teachers’ interest in more in-depth study of the first and third modules, and that these modules would be improved in the future.

Financial support. This research was funded by the Ministry of Science and High Education BR18574199 “Integration of children with autism spectrum disorder into the socio-educational environment based on comprehensive support: challenges and advantages”



Autism Spectrum Disorder, Inclusive education, Special Educational Needs




[2] Order of the Minister of Education and Science of the Republic of Kazakhstan dated January 12, 2022 No. 4. “On approval of the rules for assessing special educational needs”




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