This study aims to identify barriers to education for children with special educational needs in Kazakhstan. The research is based on the analysis of international and national regulatory documents and legislation on inclusive education, as well as published scientific articles related to this field. The study materials include 12 parental appeals from various regions of Kazakhstan, provided by the legal service “Rights of a Special Child” and selected using purposive sampling. Through thematic analysis based on an inductive approach, barriers were classified into four categories along with their causes: administrative, social, legal, and pedagogical. To minimize these barriers, the authors propose revising inclusive education policies at the legislative level, strengthening the interaction between the Psychological-Medical-Pedagogical Consultation (PMPC) and parents, advancing practical hands-on training for teachers in inclusive education, and developing educational programs for students and school administrations to eliminate bias, stigmatization, and discrimination against children with special educational needs.
Mukhitova et al. (Tue,) studied this question.