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

机译：语言，术语和包容性教育：哈萨克斯坦的案例转型到包含

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摘要

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.
机译：哈萨克斯坦采用了包容性教育的想法。该国已经开始在各级教育中转变教育，以反映股权和包容性的精神。到目前为止已经注册了巨大的成功;然而，其特殊/包容性教育领域中使用的语言并没有太大变化，因为它仍然具有过去苏联词汇的标志。因此，本文提供了仍在使用的独家术语和词汇的分析视角，这以某种方式使误解和刻板印象延伸有关多样性和差异的误解和刻板印象。这项研究的研究员采访了12所包容性学校的学校校长，教师，专业人士和家长。综述包括哈萨克斯坦教育政策，研究论文和由特殊/包容性教育领域的教育管理者，政治家，教育家和专家提供的演讲。在将教育转变为包容教育系统的背景下讨论了语言和术语使用的影响。从实证研究和文献综述中提出了课程，从而提出了如何在哈萨克斯坦的包容性教育中的新兴话语中向前迈进的语言和术语变更过程。

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