ejcrEurasian Journal of Current Research in Psychology and PedagogyEurasian Journal of Current Research in Psychology and Pedagogy2959-39992959-4006Университет «Туран»10.46914/2959-3999-2023-1-3-21-29ejcr-73Research ArticleКлиническая и специальная психологияClinical and special psychologyПсихологическая готовность педагогов к инклюзивному образованию в университетах КазахстанаThe psychological readiness of the educators for inclusive education at universities of Kazakhstanhttps://orcid.org/0000-0003-4411-2082АмановаИ. К.AmanovaI.

Аманова И. К., к.пс.н., ассоциированный профессор,

Алматы.

Amanova I., C.Ps.S., associate professor,

Almaty.

indira.amanova@narxoz.kzhttps://orcid.org/0009-0000-5233-2048АмановаМ. К.AmanovaM.

Аманова М. К., магистрант,

Алматы.

Amanova M., Master's student,

Almaty

marindira@mail.ruУниверситет НархозКазахстанNarhoz UniversityKazakhstanКазахский национальный педагогический университет имени АбаяКазахстанAbai Kazakh National Pedagogical UniversityKazakhstan202321122023032129Copyright © Аманова И.К., Аманова М.К., 20232023Аманова И.К., Аманова М.К.Amanova I., Amanova M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://ejcrpp.turan-edu.kz/jour/article/view/73

Инклюзивное образование – это фундаментальное право, обеспечивающее равные возможности и доступ к качественному образованию учащимся с различным происхождением, способностями и особыми образовательными потребностями. За последние годы наша страна добилась значительного прогресса во внедрении инклюзивного образования на уровне вузов. Создавая инклюзивную среду обучения, Казахстан не только расширяет возможности каждого учащегося, но и прокладывает путь к более инклюзивному обществу. В этой статье исследуется важность инклюзивного образования для студентов университетов в Казахстане и инициативы, предпринятые для обеспечения его реализации. Кроме того, были изучены психологические детерминанты готовности педагогов к инклюзивному обучению студентов вузов с ограниченными возможностями здоровья. Анализ научных источников показал, что позитивный настрой и соответствующая подготовка учителей являются ключевыми в решении этой проблемы. Результаты проведенного опроса для диагностики уровня инклюзивной готовности преподавателей вузов показывают, что опыт обучения студентов с ОВЗ оказывает большое влияние на отношение преподавателей к практике инклюзивного образования, а также на уровень их уверенности в собственных возможностях и компетенциях.

Inclusive education is a fundamental right that aims to provide equal opportunities and access to quality education for students with diverse backgrounds, abilities, and special educational needs. In recent years, our country has made significant progress in embracing inclusive education at the university level. By fostering an inclusive learning environment, Kazakhstan is not only empowering every learner but also paving the way for a more inclusive society. This article explores the importance of inclusive education for university students in Kazakhstan and the initiatives taken to ensure its implementation. Moreover, the psychological determinants of the readiness of educators for inclusive teaching of university students with disabilities have been studied. The analysis of scientific sources has shown that a positive attitude and appropriate training of teachers are decisive in this problem. The findings from the conducted survey for diagnosing the level of inclusive readiness of university teachers show that the experience of instructing students with SEN has a big impact on the educators’ attitude towards practicing inclusive education, as well as their level of confidence in own capabilities and competencies. Further expansion and continuous evaluation of inclusive education programs will ensure sustainable progress towards a more inclusive society.

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The authors declare that there are no conflicts of interest present.