LEGAL REGULATION OF INCLUSIVE EDUCATION IN KAZAKHSTAN: FEATURES AND TOOLS

The article conducted a study and assessed inclusive education in educational organizations in Kazakhstan. Of scientific interest is the consideration of the experience of the development of inclusion in educational organizations of the republic and Western countries, the regulatory and legal legislation for ensuring inclusivity has been studied, and the approaches, as well as the features of the development of inclusive education in universities of the republic, have been studied.

Based on a thorough analysis of the educational environment, directions for the development of teaching technology have been determined to facilitate further active use by people with disabilities. The author offers suggestions for enhancing the quality of teaching university students, intending to gain a deeper understanding of students with diverse learning needs.

The purpose of this study is to assess the legal framework for inclusive education in Kazakhstan, based on a review of legislative acts and an examination of international experience in regulating the educational process for people with disabilities. The subject of the study is the issues of regulatory support for inclusion.

The objective of our article is to examine various methods for ensuring a high level of education for people with disabilities, as mandated by relevant laws, to improve the quality of education.

The key methods employed were theoretical approaches from foreign researchers and practitioners, as well as analytics and assessments of the state of inclusion in the republic and other countries. Additionally, a classification of regulatory and legal documents related to the regulation of inclusive education was conducted. The article provides a comparative analysis of international experiences in implementing inclusive education and legal regulation in the USA, the UK, and Europe.

In the context of the transformation of the education system, the autonomy and managerial independence of universities are expanding following changes made to the republic's legislation, which has a positive impact on the development of inclusion in educational organizations. However, there are specific issues regarding the development of inclusive education that are relevant today, which must be resolved through the use of legal mechanisms and tools. The analysis and assessment of the development of inclusive education in universities aim to inform the academic community. They are of interest to employees of the Ministry of Science and Higher Education of the

Republic of Kazakhstan, heads of higher educational institutions, and specialists in the field of ensuring academic quality.

1. Turgul'dinova S.M. Osobennosti pravovogo regulirovaniya inkljuzivnogo obrazovaniya v Respublike Kazahstan. [Peculiarities of legal regulation of inclusive education in the Republic of Kazakhstan]. Molodoj uchenyj. №20(467). 2023. P. 636-639. [in Russian]

2. Konstituciya - Osnovnoj Zakon strany. [The Constitution is the Basic Law of the country]. Available at: - URL: https://adilet.zan.kz/rus/docs/K950001000 [in Russian]. (accessed: 28.02.2025).

3. Gol'nik O., Volokovaja T. Inklyuzivnoe obrazovanie v Kazahstane: osobennosti i perspektivy razvitija. [Inclusive education in Kazakhstan: features and development prospects]. Available at: - URL: https://www.nur.kz/family/school/1715660-inkluzivnoe-obrazovanie-v-kazahstane-i-za-rubezom/ [in Russian]. (accessed: 12.02.2025)

4. Spenser H. . A System of Synthetic Philosophy. Vol-v Book Source: Digital Library of India. 2013.[in English] 5 Leon H.M. Talcott Parsons on institutions and social evolution: selected writings. Chicago: University of Chicago Press. 1982. [in English].

5. Klejton-Pedersen Al'ma R., Musil Kjerin M. Delaya sovershenstvo inkljuzivnym. Struktura vnedreniya raznoobraziya i inklyuzivnosti v missiyu akademicheskogo sovershenstva kolledzhej i universitetov. [Making Excellence Inclusive: A Framework for Embedding Diversity and Inclusion into the Academic Excellence Mission of Colleges and Universities]. Vashington, OK: AAC&U. 2009. [in Russian].

6. Volosnikova L., Zagvjazinskij V., Kukuev E., Fedina L., Ogorodnova O. Konvergenciya koncepcij akademicheskogo i inkljuzivnogo prevoshodstva v issledovatel'skih universitetah. [Convergence of the concepts of academic and inclusive excellence in research universities]. Obrazovanie i nauka. №4. 2021. [in Russian]. Available at: - URL: https://www.nur.kz/family/school/1715660-inkluzivnoe-obrazovanie-v-kazahstane-i-za-rubezom/ (accessed: 20.12.2024)

7. Joransson K., Klas N. Konceptual'nye razlichiya i empiricheskie nedostatki – kriticheskij analiz issledovanij inklyuzivnogo obrazovaniya. [Conceptual Differences and Empirical Shortcomings – A Critical Analysis of Inclusive Education Research]. Evropejskij zhurnal ob obrazovanii lyudej s osobymi potrebnostyami. 29(3). 2014. P. 265-280. [in Russian]. DOI: 10.1080/08856257.2014.933545.

8. Göransson K., Nilholm C. (2014). Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29:3, 265-280.

9. Nacional'nyj doklad o sostoyanii i razvitii sistemy obrazovaniya Respubliki Kazahstan. [National report on the state and development of the education system of the Republic of Kazakhstan]. Available at: - URL: https://www.gov.kz/uploads/2021/3/11/004d895b28e14465fc4f257dfaa0691d_original.17822697.pdf. [in Russian]. (accessed: 12.02.2025)

10. Sajlauova A. Realizaciya inklyuzivnogo obshchestva v Kazahstane. Kak uspeshno vnedryaetsya inklyuzivnoe obshchestvo v Kazahstane? [Implementation of an inclusive society in Kazakhstan. How is an inclusive society being successfully implemented in Kazakhstan?]. - 2020.Available at: - URL: https://kz.academia.edu/AibanuSailauova. [in Russian]. (accessed: 12.02.2025)

11. Makoel' C. M. Yazyk, terminologiya i inklyuzivnoe obrazovanie: kejs perekhoda Kazahstan i k inklyuzivnosti. [Language, Terminology and Inclusive Education: The Case of Kazakhstan's Transition to Inclusion]. Sage Open. 10(1). 2020. [in Russian]. Available at: - URL: https://doi.org/10.1177/2158244020902089(accessed:2020)

12. Komissiya po pravam cheloveka Ontario (n.d.). Osnovnye bar'ery dlya obrazovaniya dlya studentov s ogranichennymi vozmozhnostyami (informacionnyj byulleten'). [Key Barriers to Education for Students with Disabilities (Fact Sheet).]. Available at:- URL: https://www.ohrc.on.ca/en/main-barriers-education-students-disabilities-fact-sheet . [in Russian]. (accessed: 12.02.2025)

13. Kashlach O. V. Normy «myagkogo» prava: ponyatie i priznaki. [Soft law norms: concept and characteristics]. Zhurnal mezhdunarodnogo prava i mezhdunarodnyh otnoshenij (Belarus'). № 2. 2006. P. 26-32. [in Russian].

14. Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Brussels, Belgium. 2015.

15. UNESCO. New Dynamics of Higher Education and Research for Societal Change and Development. World Conference on Higher Education, France. 2009. [in English]

16. UNESCO. (2015). Incheon Declaration: Education 2030: Towards Inclusive and Equitable Quality Education and Lifelong Learning for All. World Education Forum 2015, Incheon, Republic of Korea. Available at: URL: http://unesdoc.unesco.org/images/0024/002456/245656r.pdf (accessed: 11.11.2024). [in English]

17. United Nations General Assembly. (2015, September 25). Transforming our world: the 2030 Agenda for Sustainable Development. Resolution 70/1. Available at: – URL: https://documents-dds-ny.un.org/doc/UNDOC/GEN/N15/291/92/PDF/N1529192.pdf?OpenElement (accessed: 11.11.2024). [in English]