Barriers To Inclusion: Insights from Special Education Teachers in Kazakhstan

Purpose: This study examines the barriers faced by special education teachers in Kazakhstan’s inclusive classrooms. It addresses the need for a deeper understanding of these barriers to support the successful implementation of inclusive education in Kazakhstan, a context where such practices are still evolving. Method: The study employed qualitative research design using semi-structured interviews with 41 special education teachers across eight cities in Kazakhstan. A purposive sampling technique was used to ensure representation of diverse regions and educational settings. Thematic data analysis was employed to uncover the key barriers faced by teachers. Findings: six major barriers were identified: lack of resources and time, difficulties in engaging with parents, insufficient methodological support, inadequate organizational facilities, complex documentation requirements, and the unpredictability of managing children with behavioral disorders. Additional findings include issues like professional burnout, unrealistic parental expectations, and a lack of training in practical inclusive strategies. Implications for Research and Practice: The findings underscore the need for systemic reforms, including targeted policy measures to enhance resources, comprehensive professional development programs tailored to the needs of special educators, and collaborative frameworks to improve stakeholder engagement. Simplifying administrative processes and providing more practical training opportunities for teachers are critical steps to bridge existing gaps. Limitations: The study is limited by its qualitative design; future research should consider quantitative or mixed methods approaches.