Inclusion: A Path Toward a Space of Equal Opportunities
Today, Shakarim University hosted the opening of the international forum “Inclusion: A Space of Equal Opportunities,” organized in cooperation with the Education Department of Abai Region. The event brought together leading experts in education, social support, medicine, and scientific research, serving as a professional platform for discussing the most pressing issues in inclusive education.
Participants included teachers and researchers from all regions of Kazakhstan, as well as leading specialists from the Russian Federation and the Kyrgyz Republic. The forum was opened by Shakarim University Rector Duman Orynbekov, who emphasized that inclusive education has become one of the strategic priorities identified by the state.
“President Kassym-Jomart Tokayev consistently highlights in his Addresses the need to ensure equal access to quality education for every child. Supporting children with special educational needs is not only a pedagogical task but also a crucial indicator of social justice. Ensuring access to quality education for such children is a shared responsibility,” he stated.
Deputy Akim of Abai Region Meirlan Rahanov and Head of the Regional Education Department Bauyrzhan Yerdembekov delivered welcoming remarks, drawing attention to urgent issues of inclusive education at both regional and national levels.
Bauyrzhan Yerdembekov noted that inclusion is currently a major social challenge worldwide. He stressed the importance of studying root causes rather than dealing only with consequences.
“This should not be viewed solely as the work of schools or inclusion centers. Universities must focus on training specialized professionals and opening new academic programs. It is also essential to establish psychological support centers for mothers of children with special educational needs,” he added.
According to regional data, the shortage of specialists in this field remains an issue. While more than 5,000 children with disabilities were registered in the region in 2022, this number exceeded 6,000 in 2024–2025 — a trend that clearly highlights the seriousness of the issue.
Experts underscored the importance of early diagnosis and the training of defectologists, speech therapists, and teachers for visually and hearing-impaired children.
Professor Mirgul Esengulova from I. Arabaev Kyrgyz State University, PhD in Pedagogy, emphasized that sharing inclusive education practices significantly contributes to the improvement of educational systems in both countries.
“Mobile lectures, joint conferences, and the exchange of methodological materials between universities are effective steps toward improving the quality of inclusive education,” she noted.
During the plenary session, participants discussed the development of an inclusive culture, improvement of support mechanisms for children with special educational needs, enhancement of teachers’ professional competencies, and the introduction of digital inclusive solutions. Experts emphasized that effective development of inclusion requires a synergy of scientific research, professional collaboration, and well-coordinated institutional policies.
This forum has become not only a platform for discussion but also an important step toward creating equal opportunities for every child.
As part of the forum, an exhibition titled “Inspiration and Mastery: Creativity of Children with Special Educational Needs and Teachers’ Authorial Practices” was organized.