ABSTRACT

Purpose: This study investigates the preparedness of future special education teachers in Kazakhstan to work in inclusive educational settings, addressing an urgent need to enhance teacher preparedness for inclusive education in response to the growing demand for inclusion across Kazakhstani schools. The study examines disparities in teachers’ preparedness to support children with various developmental disabilities. Method: A comprehensive survey was conducted among 1,005 students enrolled in special pedagogy programs across eight purposefully selected universities representing Kazakhstan's diverse regions and educational contexts. The participants’ self-reported preparedness to work with children with diverse disabilities in inclusive classrooms was assessed using a structured questionnaire. Data were analyzed using descriptive statistics and thematic analysis to identify patterns in preparedness across different types of disabilities. Findings: The results indicate that while students felt confident in addressing specific disabilities, such as speech and hearing disorders, they reported lower preparedness for working with children with multiple or severe disabilities. Concerns about communication between children with and without disabilities, academic performance, and parental apprehensions were also prominent. Implications for Research and Practice: These findings highlight the need for targeted improvements in teacher training programs to better equip future special educators for inclusive education. The study underscores the need to develop specialized competencies and offer practical experience in inclusive environments to bridge training gaps. Limitations: The study is limited by its reliance on self-reported data, which may not fully capture actual preparedness levels.