EXAMINANDO OS OBJETIVOS DE DESENVOLVIMENTO SUSTENTÁVEL PARA A SITUAÇÃO ATUAL DAS POLÍTICAS E PRÁTICAS DE EDUCAÇÃO INCLUSIVA NAS UNIVERSIDADES DO CAZAQUISTÃO

Autores

  • Zehra Altinay Professor, Ph.D. in Educational Technology Societal Research and Development Center, Faculty of Education, Near East University Nicosia, Northern Cyprus, Mersin 10 Turkey https://orcid.org/0000-0002-6786-6787
  • Gainiya Tazhina Professor, Ph.D. in Social Sciences Director of the Scientific-Practical Center for Inclusive Environment. Al-Farabi Kazakh National University Almaty, Kazakhstan https://orcid.org/0000-0001-7500-5648
  • Kamilla Tairova Master’s in Social Sciences Senior Lecturer. Language Center. University of International Business Almaty, Kazakhstan https://orcid.org/0009-0006-7986-6975
  • Gokmen Dagli Professor, Ph.D. in Educational Management Faculty of Education, University of Kyrenia Kyrenia, Northern part of Cyprus, Mersin 10 Turkey https://orcid.org/0000-0002-4416-8310
  • Ainur Kenebayeva Ph.D. in Social Sciences Head of the Center for Social & Gender Studies, Kazakh National Women's Teacher Training University Almaty, Kazakhstan https://orcid.org/0000-0002-9222-4364

DOI:

https://doi.org/10.18316/rcd.v15i40.11235

Palavras-chave:

educação inclusiva, políticas, objetivos de desenvolvimento sustentável, qualidade

Resumo

Os Objetivos de Desenvolvimento Sustentável tornam-se um guia para o futuro da educação. Para a qualidade da educação, os países tentam reformular as políticas e estratégias educativas. Especialmente a inclusão desempenha um grande papel para alcançar a qualidade da educação para o futuro da educação. Esta pesquisa visa avaliar a situação atual da educação inclusiva nas universidades do Cazaquistão, a fim de promover as práticas e políticas existentes. A este respeito, foram realizados inquéritos e entrevistas semiestruturadas para determinar a situação actual a 200 participantes. Revela-se que a definição de educação inclusiva pode ser categorizada como a concessão de direitos iguais à educação, a reintegração dos alunos com deficiência na sociedade, a inclusão das pessoas com deficiência no processo social, a diversidade e a tolerância, o direito de acesso à educação. A maioria dos participantes da pesquisa expressou uma opinião positiva em relação à inclusão. Os desafios da educação inclusiva são questões de infra-estruturas, falta de sensibilização, falta de conhecimentos dos professores, programas de formação insuficientes e falta de sensibilização da comunidade.

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Publicado

2023-12-06

Edição

v. 15 n. 40 (2023)

Seção

Artigos

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Copyright (c) 2023 Zehra Altinay, Gainiya Tazhina, Kamilla Tairova, Gokmen Dagli, Ainur Kenebayeva

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