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Titlebook: Inclusive Education in a Post-Soviet Context; A Case of Kazakhstan Tsediso Michael Makoelle,Michelle Somerton Book 2021 The Editor(s) (if a

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發(fā)表于 2025-3-21 18:37:27 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Inclusive Education in a Post-Soviet Context
副標題A Case of Kazakhstan
編輯Tsediso Michael Makoelle,Michelle Somerton
視頻videohttp://file.papertrans.cn/464/463270/463270.mp4
概述Brings together a collection of evidence based studies in a Kazakhstani educational context.Contains essential elements about the state of inclusive education in Kazakhstan.Highlights challenges and a
圖書封面Titlebook: Inclusive Education in a Post-Soviet Context; A Case of Kazakhstan Tsediso Michael Makoelle,Michelle Somerton Book 2021 The Editor(s) (if a
描述This book provides the first evidence-based reference about inclusive education in Kazakhstan, one of the post-Soviet Union countries. This nation, as well as many other central Asian countries, is undergoing a radical transformation and change in education which encompasses the implementation of inclusive and special education. This book is composed of chapters synthesized from various studies and captures different aspects of the implementation of inclusive education in Kazakhstan..The implementations of inclusive education in any educational system require a multi-dimensional, multi-level and an integrated approach. It requires collaborative efforts on part of all stakeholders including governance, pedagogical, auxiliary and support structures. This book is a collection of evidence-based studies in a Kazakhstani educational context that demonstrates the multifaceted nature of the process to realize an educational system that is inclusive. The book highlights some of the fundamental requirements and challenges for this process to succeed..Among the main issues addressed in this book are the understanding of inclusive education, the transition towards inclusive education given the
出版日期Book 2021
關鍵詞Inclusive Teaching and Learning; Inclusive Education; Assessment in Inclusive Classrooms; Teacher Prepa
版次1
doihttps://doi.org/10.1007/978-3-030-65543-3
isbn_softcover978-3-030-65545-7
isbn_ebook978-3-030-65543-3
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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沙發(fā)
發(fā)表于 2025-3-21 22:25:04 | 只看該作者
“Inclusion of Diverse Learners Is a Beautiful Idea but …” Preparing Pre-service Teachers to Cater fode the preparedness of school leaders and teachers to meet the needs of their learners and the creation of a safe and equitable learning environment so that all children can learn well and achieve their fullest potential (UNESCO, 2009)
板凳
發(fā)表于 2025-3-22 01:14:19 | 只看該作者
Preparedness of Teachers for Inclusive Education in a Private Supplementary Tutoring Center implementation of inclusive education there has been a well-known problems adapting the education environment (the facilities) for the special educational needs students (SEN), and also a lack of professional teachers and teaching assistants who support Inclusive Education (IE) and are ready to imp
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The Attitudes of Parents and Teachers Towards Inclusive Education in Kazakhstan main aims in the State Program of Education Development for 2011–2020 (further SPED 2011–2020) (Ministry of Education and Science [MoES], 2010). However, based on the experiences of other countries, shifting toward inclusion will be a long process requiring numerous steps.
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發(fā)表于 2025-3-22 20:58:05 | 只看該作者
Exploring the Role of Distributed Leadership in Managing Inclusive Schools in Nur-Sultan1989), Salamanca statement (1994), Convention on the Rights of Persons with Disabilities (2006), and made amendments in the Law on Social, Medical and Educational Support for Children with Disabilities (2002), and the Law on Education in the Republic of Kazakhstan (2007).
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發(fā)表于 2025-3-23 05:32:06 | 只看該作者
The Aspirations of Youth: Gender and Disabilitystill tend to be limited in the academic and work sectors because inclusive strategies are not properly applied (Gale & Hodge, .; Gore et al., .; Grant, .; Ospanov, .). Low enrollment rates among young people with disabilities entering higher education and their inadequate representation in mainstre
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