ABSTRACT

Purpose The article studies the barriers to the effective implementation of inclusive education policy in the educational environment in Kazakhstan and other countries. Method The systematic analysis focused on the national legislative framework for inclusive education and the relevant provisions related to the inclusive education introduction in the educational environment. We compared the applied studies on inclusive education made by the countries that have achieved significant results and those just starting to reform their education systems towards inclusiveness. Findings In most countries under study, the educational environment, mental and value orientations evolve towards inclusive education. However, subjective attitudes to inclusiveness, lack of experience, and insufficient preparation for inclusive education still pose barriers to the transition to an inclusive school environment in all countries. Empirical data shows relevantly small advantages of introducing inclusiveness into the educational environment in developed countries. Some countries have moved forward in an expert discussion on involving all children without exception in the general education process and advanced from political decisions to their practical implementation. Implications for Research and Practice The transition to inclusive education takes time and will be successful only when inclusive education becomes an integral part of their professional thinking. School teachers’ professional and mental training is the precondition for overcoming the barriers to inclusive education in the educational environment. Such training should begin well before the teacher starts working in an inclusive classroom. Inclusion is most successful when promoted by those who have studied in such classes or received specialized university training with enough time for a traineeship.