Contextualization of inclusive preschool education in the educational policy of Kazakhstan

Abstract

The topic of preschool inclusive education in Kazakhstan is little covered in the academic literature. However, the processes of development of inclusive policy in the country currently require a close study of this topic. This situation explains the chosen method of researching the current situation of preschool inclusive education, namely, a critical analysis of the educational policy and practice of Kazakhstan. The analysis presented in this article is primarily focused on the regulation of inclusive education in the current state policy and the main legislation of the country, and, secondly, the focus shifts to the practice and discussion of the secondary legislation and literature in the field of development of inclusive education in Kazakhstan. Despite the lack of official data, based on a critical analysis of legislation, a regulatory legal documents and available literature, the authors were able to identify gaps in the current policy and practice of inclusive education in Kazakhstan. As a result of their research, the authors of this article conclude the lack of sustainability and consistency in the field of inclusive education, as well as the existence of significant legal conflicts that point to a formal approach to reforming preschool education.