Inclusive education and international teachers: Experience of Nazarbayev Intellectual Schools

Abstract

The foundation of progressive educational initiatives is the unwavering commitment of educators. Teachers, as the primary executors of these initiatives, grapple with multifaceted challenges, necessitating adeptness for triumphant implementation. Within the sphere of Nazarbayev Intellectual Schools (NIS), the idea of 'inclusive educators' emerges, signifying those who not only cater to learners with distinctive educational necessities but also mentor their international colleagues in assimilating inclusivity in NIS's distinctive context. This research delves into the preparedness of educators at NIS in fully embracing their roles as inclusive educators and driving change. Leveraging a qualitative methodology, the study engaged in profound dialogues with a select group of international teachers. Preliminary findings intimate a nuanced understanding of inclusivity, with some educators associating it predominantly with learners exhibiting physical or mental challenges. This limited perception underscores the urgent need for comprehensive training modules within NIS, focusing on the broader spectrum of inclusivity, which extends beyond traditional notions and envelopes all facets of student diversity.