Recognition and implementation of best practice collaborative partnerships are fundamental to developing inclusive schools and achieving positive outcomes. This is particularly important for those students requiring additional educational supports. In order to develop an individual approach to learning and implement the necessary adjustments required to assist a student with specific needs, input from parents and other additional personnel is considered important (Evans, 2015). Azzopardi (2008) argues that “inclusion needs to be viewed as a process located within the culture, policies and practices of a whole school and community” (p. 11). Despite positive intentions from a range of contributors, the purpose and practice of collaborative relationships can vary significantly (Cloninger, 2017). The present study examines the collaborative experiences of key stakeholders at schools that are supported by NGO resource centres in Astana, Kazakhstan. This research explores the lived experiences of teachers, parents, and resource centre personnel as part of a recently established educational partnership. The perspectives of these stakeholders highlight the complex factors in schools that either enable or disable children (Slee, 2011). The central focus of this research is who key stakeholders are collaborating with, the way in which they collaborate, and how regularly. Data will be collected between now and September and preliminary findings will be presented at The Inclusive Education Summit in Melbourne, Australia. The results will not only provide a snapshot of current collaborative practices within the Kazakhstani context of educational reform, but identify partnerships that can be enhanced and contribute to the development of appropriate models of support.
|Title of host publication||The Inclusive Education Summit|
|Publication status||Published - Oct 28 2018|