ABSTRACT

Purpose: The article explores teachers' understanding of special educational needs (SEN) in Kazakhstan. Through an analysis of the language used to describe children with disabilities, the study aims to identify underlying stigmas and stereotypes. Method: Recognizing the limitations of formalized questionnaires in revealing subtle biases, the researchers opted for semi-structured interviews. This method allowed for a deeper exploration of the participants' implicit beliefs and assumptions about children with disabilities. Findings: The results show that experienced teachers who were educated in a more traditional, segregated system tend to subscribe to the medical model of disability. However, novice teachers, while more aligned with the social model of disability, often emphasize students' disabilities over their strengths. Implications for research and practice: The study implies that the use of stigmatizing terms in professional speech can contribute to discrimination against children with special educational needs and hinder the creation of an inclusive environment, since special education teachers play a key role in fostering an inclusive culture and promoting a positive image of children with special needs.