Abstract:

The educational system of each country has its focus on a global discourse towards implementing inclusivity politics. The educational system becomes more open and inclusive worldwide. A number of problems that arise as a result of implementing inclusive politics in Latvia, Russia and Kazakhstan have much in common and well as different. The design of a strategy of inclusive education has to do with the identification of priorities and their solutions. Those issues are related to a lack of legislative bases in regards to inclusive education, lack of interrelatedness among all the actors of the educational process, low level of inclusive culture in schools and in the society in general, as well as a lack of necessary infrastructure. These are a few problems to be considered while designing inclusive education.

The empirical part of the research contains data gained from the analyses of a questionnaire carried out among teachers of comprehensive schools in three countries. For the purpose of this study, the authors have designed a questionnaire that allowed to evaluate a degree of the solution of implementing inclusive politics. Such an approach allows identifying problems and a level of significance of those problems as viewed by the teachers. Only cooperation among all stakeholders allows designing more inclusive educational reforms and practice.

Keywords:

Inclusive education, problems, and solutions, multiple stakeholders.