Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion

Autor/in	Makoelle, Tsediso Michael
Titel	Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion
Quelle	In: SAGE Open, 10 (2020) 1, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makoelle, Tsediso Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020902089
Schlagwörter	Inclusion; Foreign Countries; Educational Policy; Vocabulary; Language Usage; Educational Change; Social Change; Social Systems; Misconceptions; Equal Education; Principals; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Sociolinguistics; Discourse Analysis; Special Education; Elementary Secondary Education; Vocational Education; Higher Education; Disadvantaged; Barriers; Rehabilitation; Learning Disabilities; Educational Legislation; Kazakhstan + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Politics of education; Bildungspolitik; Wortschatz; Sprachgebrauch; Bildungsreform; Sozialer Wandel; Social system; Soziales System; Missverständnis; Principal; Schulleiter; Lehrerverhalten; Elternverhalten; Soziolinguistik; Diskursanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Bildungsrecht; Schulgesetz; Kasachstan
Abstract	Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference. The researcher of this study interviewed school principals, teachers, professionals, and parents in 12 inclusive schools. Reviewed literature includes Kazakhstani education policies, research papers, and speeches delivered by education administrators, politicians, educationists, and experts in the field of special/inclusive education. The implications of the use of language and terminology are discussed in the context of transforming education toward an inclusive education system. Lessons are drawn from the empirical study and literature review, thus making recommendations on how to move forward with the language and terminology change process within the emerging discourse of inclusive education in Kazakhstan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01