Teacher education and inclusive education in Kazakhstan

References

• Ainscow, M., T. Booth, and A. Dyson. 2006. Improving Schools, Developing Inclusion. London: Routledge.
   Google Scholar
• Allday, R. A., S. Neilson-Gatti, and T. M. Hudson. 2013. “Preparation for Inclusion in Teacher Education Pre-Service Curricula.” Teacher Education and Special Education 36 (4): 298–311.
   Web of Science ®Google Scholar
• Amirova, A. S., K. A. Muhamedinova, S. Zh. Erkebaeva, and G. K. Makshieva. 2015. “Preparing Teachers in Pre-School Education in the Republic of Kazakhstan.” Procedia-Social and Behavioural Sciences 185: 267–270.
   Google Scholar
• Babbie, E. 2013. The Practice of Social Research. 13th ed. Belmont, CA: Wadsworth.
   Google Scholar
• Carroll, A., C. Forlin, and A. Jobling. 2003. “The Impact of Teacher Training in Special Education on the Attitudes of Australian Preservice General Educators Towards People with Disabilities.” Teacher Education Quarterly 30 (3): 65–79.
   Google Scholar
• Duhan, K., and C. Devarakonda. 2018. Teacher Trainees’ Perceptions of Inclusion of and its Challenges. http://dcidj.org/article/view/649.
   Google Scholar
• Essex, J., N. Alexiadou, and P. Zwozdiak-Myers. 2019. “Understanding Inclusion in Teacher Education – a View from Student Teachers in England.” International Journal of Inclusive Education, doi:10.1080/13603116.2019.1614232.
   Google Scholar
• European Agency for Special Needs and Inclusive Education. 2015. Empowering Teachers to Promote Inclusive Education. A Case Study of Approaches to Training and Support for Inclusive Teacher Practice. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
   Google Scholar
• Florian, L., K. Young, and M. Rouse. 2010. “Preparing Teachers for Inclusive and Diverse Educational Environments: Studying Curricular Reform in an Initial Teacher Education Course.” International Journal of Inclusive Education 14 (7): 709–722. doi:10.1080/13603111003778536.
   Web of Science ®Google Scholar
• Forlin, C. 2010. “Teacher Education Reform for Enhancing Teachers’ Preparedness for Inclusion.” International Journal of Inclusive Education 14 (7): 649–653. doi:10.1080/13603111003778353.
   Web of Science ®Google Scholar
• Forlin, C., and D. Chambers. 2011. “Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.” Asia-Pacific Journal of Teacher Education 39 (1): 17–32.
   Web of Science ®Google Scholar
• Forlin, C., and M. J. Lian. 2008. Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region. London: Routledge.
   Google Scholar
• Gesser, M., and R. M. Martins. 2019. “Contributions of a Teacher Training Program to Inclusive Education.” Paideia 29: 1–9.
   Google Scholar
• Harvey, M. Y., N. Yssel, A. D. Bauserman, and J. B. Merbler. 2007. “Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions.” Remedial and Special Education 31 (1): 24–33.
   Google Scholar
• Hick, P., Y. Solomon, J. Mintz, A. Matziari, O. Murchu, F. Hall, K. Cahill, C. Curtin, and D. Margariti. 2018. “Initial Teacher Education for Inclusion: Phase 1 and 2 Report.” Trim: National Council for Special Education (NCSE).
   Google Scholar
• Islam, S., M. Salahuddin, and A. Mohmed. 2016. “Primary Teachers Understanding About Inclusive Education.” Primary Education Journal 8 (1): 61–73.
   Google Scholar
• Kazakhstan. 2011. The State Program of Education Development for 2011–2020. Astana: Ministry of Education and Science.
   Google Scholar
• Koay, T. L. 2014. “Inclusion in Brunei Darussalam: The Role of Teacher Education.” International Journal of Inclusive Education 18 (10): 1029–1037. doi:10.1080/13603116.2012.693396.
   Web of Science ®Google Scholar
• Kottmann, A., J. J. Vossensteyn, R. Kolster, A. Veidemane, Z. Blasko, F. Biagi, and M. SánchezBarrioluengo. 2019. Social Inclusion Policies in Higher Education: Evidence from the EU. Overview of Major Widening Participation Policies Applied in the EU 28, EUR 29801 EN. Luxembourg: Publications Office of the European Union. ISBN 978-92-76-08845-5, doi:10.2760/944713, JRC117257.
   Google Scholar
• Kozleski, E. B., and F. R. Waitoller. 2010. “Teacher Learning for Inclusive Education: Understanding Teaching as a Cultural and Political Practice.” International Journal of Inclusive Education 14 (7): 655–666. doi:10.1080/13603111003778379.
   Web of Science ®Google Scholar
• Kurmanayeva, G., D. Kurmanayeva, N. Asipova, N. Kassymbekova, and Z. Aristanbekova. 2017. “Preparing Social Pedagogues to Use Regional Components in the Education/Rearing Process in Comprehensive Schools (Using the Example of Zhezkazgan-Ulytau Region).” International Social Work 60 (5): 1099–1110.
   Web of Science ®Google Scholar
• Makoelle, T. M. 2020. “School’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan.” SAGE Open 10 (2): 1–13.
   Web of Science ®Google Scholar
• Morgan, H., and A. Houghton. 2011. Inclusive Curriculum Design in Higher Education: Considerations for Effective Practice Across and Within Subject Areas. https://www.heacademy.ac.uk/sites/default/files/resources/introduction_and_overview.pdf.
   Google Scholar
• Neilson, W., and A. Brink. 2008. “The Importance of Educating Student Teachers in Inclusive Education: A Disability Perspective.” Kairaranga 9 (2): 16–21.
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). 2018. Education Policy Outlook: Kazakhstan. http://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Kazakhstan2018.pdf.
   Google Scholar
• Ozel, E., M. Z. Ganesan, A. K. M. Daud, G. B. Darusalam, and N. A. B. Ali. 2015. Teacher’s Knowledge, Skills and Attitudes Towards Inclusive Education Among Autism Students. https://www.researchgate.net/project/Teachers-Knowledge-Skills-and-Attitudes-TowardsInclusive-Education-Among-Autism-Students.
   Google Scholar
• Purdue, K., D. Gordon Burns, A. Gunn, B. Madden, and N. Surtees. 2009. “Supporting Inclusion in Early Childhood Settings: Some Possibilities and Problems for Teacher Education.” International Journal of Inclusive Education 13 (80): 805–815. doi:10.1080/13603110802110743.
   Google Scholar
• Qandhi, F. F., and F. Kurniawati. 2018. “Pre-service Teachers’ Attitudes Toward Inclusive Education.” Advances in Social Science Education and Humanities Research 229: 588–601.
   Google Scholar
• Ritter, R., A. Wehner, G. Lohaus, and P. Krämer. 2019. “Pre-Service Teachers’ Beliefs About Inclusive Education Before and After Multi-Compared to Mono-Professional Co-Teaching: An Exploratory Study.” Frontiers in Education 4: 101. doi:10.3389/feduc.2019.00101.
   Google Scholar
• Rollan, K., and M. Somerton. 2019. “Inclusive Education Reform in Kazakhstan: Civil Society Activism from the Bottom-up.” International Journal of Inclusive Education, doi:10.1080/13603116.2019.1599451.
   Google Scholar
• Rose, R., and K. Jones. 2007. “The Efficacy of a Volunteer Mentoring Scheme in Supporting Young People at Risk.” Emotional and Behavioural Difficulties 12 (1): 3–14.
   Google Scholar
• Sanagi, T. 2016. “Teachers’ Misunderstanding the Concept of Inclusive Education.” Contemporary Issues in Education Research 9 (3): 103–114.
   Google Scholar
• Sharma, U., C. Forlin, and L. Loreman. 2008. “Impact of Training on Pre-Service Teachers’ Attitudes and Concerns About Inclusive Education and Sentiments About Persons with Disabilities.” Disability and Society 23 (7): 773–785.
   Web of Science ®Google Scholar
• Silverman, J. C. 2007. “Epistemological Beliefs and Attitudes Toward Inclusion in Pre-Service Teachers.” Teacher Education and Special Education 30 (1): 42–51.
   Google Scholar
• Sokal, L., D. Woloshyn, and S. Funk-Unrau. 2013. “How Important is Practicum to Pre-Service Teacher Development for Inclusive Teaching? Effects on Efficacy in Classroom Management.” Alberta Journal of Educational Research 59 (2): 285–298.
   Google Scholar
• Somerton, M., J. Helmer, R. Kasa, D. H. Torrano, and T. M. Makoelle. 2020. “Defining Spaces: Resource Centres, Collaboration, and Inclusion in Kazakhstan.” Journal of Educational Change, 1–20. doi:10.1007/s10833-020-09384-1.
   Web of Science ®Google Scholar
• Spat, Y. 2015. “Training Teacher Candidates in Inclusive Education: A Socio-Cultural Challenge.” Graduate Thesis, Mar del Plata: Fasta University.
   Google Scholar
• Stites, M. L., C. R. Rakes, A. K. Noggle, and S. Shah. 2018. “Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness.” Discourse and Communication for Sustainable Education 9 (2): 21–39.
   Google Scholar
• Stobart, G. 2008. Testing Times. The Uses and Abuses of Assessment. Abingdon: Routledge.
   Google Scholar
• Symeonidou, S. 2020. “Teacher Education for Inclusion and Anti-Oppressive Curriculum Development: Innovative Approaches Informed by Disability Arts and Narratives.” International Journal of Inclusive Education, doi:10.1080/13603116.2020.1711819.
   Web of Science ®Google Scholar
• Thi Nguyet, D., and L. Thu Ha. 2010. How-to Guide Series: Preparing Teachers for Inclusive Education. Vietnam: Catholic Relief Services.
   Google Scholar
• Thomas, L., and H. May. 2010. Inclusive Learning and Teaching in Higher Education. York: Higher Education Academy.
   Google Scholar
• United Nations (UN). 2016. General Comment No. 4 (2016) on the Right to Inclusive Education. Geneva: Committee on the Rights of Persons with Disabilities.
   Google Scholar
• Woodcock, S., B. Hemmings, and R. Kay. 2012. “Does Study of an Inclusive Education Subject Influence Pre-Service Teachers’ Concerns and Self-Efficacy About Inclusion?” Australian Journal of Teacher Education 37: 6. doi:10.14221/ajte.2012v37n6.5.
   Google Scholar
• Zagona, A. L., J. A. Kurth, and S. Z. MacFarland. 2017. “Teachers’ Views of Their Preparation for Inclusive Education and Collaboration.” Teacher Education and Special Education 40 (3): 163–178. doi:10.1177/0888406417692969.
   Web of Science ®Google Scholar