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FROM POLICY TO PRACTICE: KAZAKHSTAN POLICY OF IMPLEMENTING INCLUSIVE EDUCATION THROUGH PARASPORT WITHIN THE FRAMEWORK OF "IMPOSSIBLE" PROJECT Yerjanova S.Ye. Email: Yerjanova17133@scientifictext.ru
Yerjanova Saule Yerbolovna - Master of Art, SOCIAL SCIENCE DEPARTMENT, project Expert, PROJECT OF "I'MPOSSIBLE " PROGRAM, L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY, ASTANA, REPUBLIC OF KAZAKHSTAN
Abstract: the paper argues that the inclusion is one of the major directions of educational policy of Kazakhstan. In line with the global trends regarding people with disabilities, Kazakhstan came up with a policy to ensure that the inclusion of "isolated" pupils in educational system was accomplished.
To increase the effectiveness of inclusive education the National Paralympic Committee of Kazakhstan, with the support of the Agitos Foundation (International Paralympic Committee), launched the pilot project "I'mPOSSIBLE" in 10 schools of Astana: № 83, №23, №77, №71, №16, №25, №19, №79, №63, №10. These schools have tested new approaches to teaching physical culture lessons. The project involved 432 students, among them 61 pupils with special educational needs and 35 teachers.
The project provided an opportunity for children with and without disabilities to try and realize their strength in the parasport. The participating children together learned to play a new type of parasport: boccia, goalball, sitting volleyball.
Keywords: Educational Policy, Disabilities, Paralympic games, parasport, International Paralympic committee, Agitos foundation, National paralympic committee of Kazakhstan.
ОТ ПОЛИТИКИ К ПРАКТИКЕ: ПОЛИТИКА КАЗАХСТАНА В ОСУЩЕСТВЛЕНИИ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ ПОСРЕДСТВОМ ПАРАСПОРТА В РАМКАХ ПРОЕКТА
"I'mPOSSIBLE" Ерджанова С.Е.
Ерджанова Сауле Ерболовна - магистр гуманитарных наук, факультет социальных наук,
эксперт программы, программа "I'mPOSSIBLE", Евразийский национальный университет им. Л.Н. Гумилев/л, г. Астана, Республика Казахстан
Аннотация: в статье рассматривается, что инклюзия является одним из важнейших направлений образовательной политики Казахстана. В соответствии с глобальными тенденциями в отношении людей с ограниченными возможностями, Казахстан разработал политику, обеспечивающую включение «изолированных» учеников в образовательную систему. Для повышения эффективности инклюзивного образования Национальный паралимпийский комитет Казахстана при поддержке Фонда Agitos (Международный паралимпийский комитет) запустил пилотный проект «I'mPOSSIBLE» (я могу) в 10 школах г. Астана: № 83, № 23, №77, № 71, № 16, № 25, № 19, № 79, № 63, № 10. Данные школы апробировали новые подходы преподавания урока физической культуры. В проекте участвовали 432 ученика, среди них 61 ученик с особыми образовательными потребностями и 35 учителей.
Проект дал возможность детям с инвалидностью и без нее попробовать и реализовать свои силы в параспорте. Участвовавшие дети вместе научились новому виду параспорта: бочча, голбол, волейбол сидя.
Ключевые слова: политика образования, инвалидность, паралимпийские игры, параспорт, Международный паралимпийский комитет, фонд "Агитос", Национальный паралимпийский комитет Казахстана.
UDC 32.019.5
Worldwide inclusive education becomes a major focus of the politics of governments. Education reform is generally seen as a key driver for achieving social integration and cohesion [1, p. 4].
The development system of inclusive education is one of the directions of the national program of education in the Republic of Kazakhstan for 2011 - 2020. The children with disabilities have the equal rights for quality education which are consolidated by the legislation of the Republic of Kazakhstan.
The National Paralympic Committee of Kazakhstan, with the support of the Agitos Foundation (International Paralympic Committee),, launched the pilot project "I'mPOSSIBLE" in 10 schools of Astana: № 83, № 23, № 77, № 71, № 16, № 25, № 19, № 79, № 63, №10.
National Paralympic Committee of Kazakhstan and the Ministry of Education and sciences worked together and examined the situation in schools to develop and support inclusive sport and to recreation at all levels. The Ministry of education formed a list of inclusive schools in Astana to implement "I'mPOSSIBLE" project and suggested to develop adaptive physical activity at 11 schools in Astana. But only 10 schools could participate in inclusive sport activities within the context of the project I'mPOSSIBLE.
These schools have tested new approaches to teaching physical culture lessons. New approaches of I'mPOSSIBLE project:
1. Program gives all children with disabilities and without it sure opportunity to access health-enhancing physical activities. So many children no permission to do sport in Kazakhstan.
2. In our opinion, I'mPOSSIBLE project is a high-quality physical education program which is include new type of game in comparison with traditional physical activities. Playing goalball, boccia, sitting volleyball games in physical lessons were newness both for children and teachers so all children interested in games.
3. Helping teachers to understand their role in inclusive education via sport and that inclusion of diversity in sport is an opportunity and not a problem.
The main differences from traditional sports activities are the next:
1. Participating of children with disabilities;
2. The all games suitable for all children whether disabled or not disabled.
In ordinary physical education classes, not all games and exercises were suitable for children with disabilities and the problem was that some children with disabilities traditionally think sport and physical education is not for them. The lessons of the program destroyed same stereotypes of participating in sport activities.
The project involved 432 students, among them 61 pupils with special educational needs and 35 teachers. At the end of the project, an analysis was made on the introduction of inclusive education through a couple of sports. A survey was conducted in 8 schools in Astana, in which 180 pupils took part, including 25 pupils with special educational needs, including 11 girls and 14 boys and 8 teachers. Among children with disabilities, 30 - visual impairments, 5 - cerebral palsy, 14 - autism, 6 - with mental retardation.
The analysis carried out for the project I'mPOSSIBLE showed that the number of disabled children paying attention to their physical training is very small. Thus, we see that there is a need to increase the event for the promotion of sports and physical education, primarily as the main means of maintaining the health of children and creating a positive
perception and tolerant attitude, using the base of the program 'TmPOSSIBLE" in our general education institutions.
So, summarizing the above, the article highlights the strengths and weaknesses of the development of inclusive education in Kazakhstan in the framework of the program "I'mPOSSIBLE".
Table 1. SWOT analyze for inclusive education in Kazakhstan
strengths weaknesses
The implementation of the democratic foundations of social order: the right of children with disabilities to participate in physical education classes with their peers In schools, children with disability released from physical education lessons
Accessibility of school building in 8 schools -of 10: ramps, elevators, signs and badges, -tactile tracks; The implementation of the democratic foundations of social order: the right of children with disabilities to participate in physical education classes with their peers Lack of interest of some teachers to conduct training about the history of the Paralympic movements, about achievements of athletes and other theories
Providing all the necessary teaching materials in Kazakh and Russian: teacher guide lesson plan teachers Lack of communication culture with children with disabilities
Getting rid of discriminatory manifestations and social stereotypes: change perceptions and attitudes schoolchildren to peers with disability
Problems of development of inclusive education in Kazakhstan (using the example of the I'mPOSSIBLE program):
1. The absence of children with disabilities in schools №16, №71 for the successful passage of physical education classes. Developing inclusive education in schools requires the participation of children with disabilities themselves;
2. Architectural inaccessibility of old-built schools (no ramps, elevator): № 16, № 23. Children with disorders of the musculoskeletal system cannot study at these schools due to the lack of ramps and elevators;
3. Lack of regulatory documentation to ensure control over the implementation of inclusive practices and culture in schools. The management of some schools conservatively refer to this type of education and do not consider the issue of developing normative documents;
4. Insufficient awareness of students about the history of the Paralympic Games, the achievements of Paralympic athletes, the values of the Paralympic movement;
5. Lack of necessary equipment for the following types of games: goalball, boccia, sitting volleyball. To successfully complete open lessons, you need inventory.
Conclusion
Despite the fact that Kazakhstan is at the beginning of the development of the practice of inclusive education, training, development of regulatory documents, material and technical support, accessibility of the environment and other problems are still relevant, but we can already see the emerging experience of secondary schools on the basis of inclusion . This is school experience - № 83 and the school has stood out among all schools for the development of inclusive sports. It must be admitted that sport is the most effective method for the development of inclusive education and the I'mPOSSIBLE program has made it possible for children with disabilities to engage in physical education on an equal basis with children without disabilities in general education schools.
Kazakhstan's experience in introducing inclusive education through physical education shows that the school system is not yet fully ready for inclusion, since it is not only the education system that needs to be changed, it is necessary to change the attitude of society to this issue as a whole.
Creating a regulatory framework, educational materials, training of teaching staff, studying domestic and foreign experience in the implementation of inclusive education will allow Kazakhstan to gradually build a competent system of education. [2]
References / Список литературы
1. Armstrong Ann Cheryl, Armstrong Derric, Spandagou Ilektra. Inclusive Education: International Policy & Practice, 2009. P. 4.
2. [Электронный ресурс]. Режим доступа: https://vlast.kz/obsshestvo/kazahstan_nachinaet_vnedrenie_inkljuzivnogo_obrazovanija-357.html/ (дата обращения: 13.12.2018).
