Issues of teachers’ preparedness to support learners with Autism Spectrum Disorder in schools of Kazakhstan

Abstract

Ensuring access to education is a priority of any country, including Kazakhstan, where in recent years’ emphasis has been placed on the development of inclusive education. The purpose of this article is to analyze the current practice of providing pedagogical support by teachers of inclusive classes in general education to children with ASD. Methods: A questionnaire consisting of open and closed questions was developed. Using a random sampling method, 85 teachers from 5 regions of the country took part in the survey (two megacities - Astana and Shymkent, as well as three regions - Akmola, Almaty and Aktobe). Results: The most of participants are between the ages of 31 and 60 and more than half of them 56.5%, have work experience of 10 years or more. The largest part of the interviewed teachers 44.7%, have the experience of working with SEN children 5 years or more. 56.5%, took short-term courses on inclusive education. It was identified the insufficient readiness of the country's teachers to implement inclusive practice, to fully perform their functions in the work of the service of psychological and pedagogical support of the ASD child. Conclusion: Based on these findings, we can conclude that the vast majority of teachers in the country feel the need for methodological support and advanced training in teaching and supporting children with behavioral difficulties, communication and social interaction disorders, in other words, signs of autistic disorders.