Abstract

The Republic of Kazakhstan ratified the United Nations Convention on the Rights of Disabled People in January 2015 as part of a programme of ‘Future without Barriers’ and has sought to make the majority of its schools inclusive. This paper reports on progress towards inclusion and the challenges faced by a nation that is aspiring to develop as an independent nation whilst still utilising knowledge and capital from the former Soviet Union. An analysis of the country’s ‘readiness’ for inclusive education is offered, using Hacking’s 2010 Hacking, I. 2010. “Autism Fiction? A Mirror of an Internet Decade?” University of Toronto Quarterly 79 (2): 632–655. doi:https://doi.org/10.3138/utq.79.2.632. [Google Scholar] concept of (2006 Hacking, I. 2006. Kinds of People: Moving targets. British Academy Lecture, 11 April. Retrieved on 30 May 2018 from: https://www.britac.ac.uk/sites/default/files/hacking-draft.pdf. [Google Scholar]; 1998a Hacking, I. 1998a. “Making up People.” In Science Studies Reader edited by M Biagioli. London: Routledge. [Google Scholar] & b Hacking, I. 1998b. Mad Travellers: Reflections on the Reality of Transient Mental Illnesses. Charlottesville, VA: University Press of Virginia. [Google Scholar]; 2010 Hacking, I. 2010. “Autism Fiction? A Mirror of an Internet Decade?” University of Toronto Quarterly 79 (2): 632–655. doi:https://doi.org/10.3138/utq.79.2.632. [Google Scholar]) ‘making up people’ and Mitchell’s ‘ablenationalism’. Ablenationalism is also used to explore how Kazakhstan’s efforts to assert its own distinctive identity and culture affected the positioning of disabled children and adults within education and within society. We conclude with some considerations of the possibilities for the future rights of disabled children and for inclusion.

• Points of interest

• This article focuses on the republic of Kazakhstan, which separated from the Soviet Union in 1991.

• The country has made significant efforts to introduce inclusive education over a short period of time and there has been some success. A major barrier to progress comes from the country’s system of assessing and classifying disabled children.

• Teachers have found inclusive education challenging and many have expressed a preference for segregation.

• Parents faced enormous challenges in having their disabled children accepted in mainstream schools. However, by establishing parents’ groups, they have been able to influence policy and practice and increase progress towards inclusive education.

• Recommendations made to the Ministry of Education and Science of Kazakhstan, who commissioned this research, included adopting an international perspective to enable it to learn from other countries; incentives to schools to encourage greater inclusiveness and extended media campaigns to change attitudes towards disability.

摘要

哈萨克斯坦共和国于 2015 年 1 月批准了《联合国残疾人权利公约》，作为“无障碍未来”计划的一部分，并力求使其大多数学校具有包容性。本文报告了一个渴望发展为独立国家，同时仍利用前苏联的知识和资本的国家在包容方面取得的进展以及所面临的挑战。使用 Hacking 的2010 哈克，一世 2010 年。“自闭症小说？互联网十年的镜子？”多伦多大学季刊79 (2): 632 – 655。doi：https://doi.org/10.3138/utq.79.2.632。 [谷歌学术]概念（2006 哈克，I. 2006 年。人种：移动目标。英国学院讲座， 4 月 11 日。2018 年 5 月 30 日检索自：https://www.britac.ac.uk/sites/default/files/hacking-draft.pdf。 [谷歌学术]；1998a哈金，I. 1998a。“编造人。” 在 M Biagioli 编辑的《科学研究》阅读器中。伦敦：劳特里奇。 [谷歌学术] &b 哈金，I. 1998b。疯狂的旅行者：对暂时性精神疾病现实的反思。弗吉尼亚州夏洛茨维尔：弗吉尼亚大学出版社。 [谷歌学术]；2010 哈克，一世 2010 年。“自闭症小说？互联网十年的镜子？”多伦多大学季刊79 (2): 632 – 655。doi：https://doi.org/10.3138/utq.79.2.632。 [Google Scholar]）“编造人”和米切尔的“能干的民族主义”。能力民族主义也被用来探索哈萨克斯坦为维护自己独特的身份和文化所做的努力如何影响残疾儿童和成人在教育和社会中的定位。最后，我们对残疾儿童未来权利和包容的可能性进行了一些考虑。

• 兴趣点

• 本文重点关注 1991 年脱离苏联的哈萨克斯坦共和国。

• 该国在短时间内为引入全纳教育做出了重大努力，并取得了一些成功。进步的一个主要障碍来自该国的残疾儿童评估和分类系统。

• 教师们发现全纳教育具有挑战性，许多教师表达了对隔离的偏好。

• 父母在让他们的残疾孩子进入主流学校时面临着巨大的挑战。然而，通过建立家长团体，他们能够影响政策和实践，并促进全纳教育的进展。

• 向委托进行这项研究的哈萨克斯坦教育和科学部提出的建议包括采用国际视角，使其能够向其他国家学习；激励学校以鼓励更大的包容性，并扩大媒体运动以改变对残疾的态度。