The Role of Teachers in Creating an Inclusive Environment: Training and Support

From March 30 to April 2, 2026, as part of the initiative project «The Role of Teachers in Creating an Inclusive Environment: Training and Support,» implemented based on Order No. 244 Zh/K dated December 2, 2024, of the A.K. Kusainov Eurasian Humanities Institute, Associate Professor of the Department of Pedagogy and History Zh.E. Turmanova participated in a business trip to Almaty to study the experience of creating an inclusive environment.
During the business trip, visits were organized to leading higher education institutions in the Republic of Kazakhstan: the Abai Kazakh National Pedagogical University and the Al-Farabi Kazakh National University. An exchange of opinions and professional experiences was held with Akbota Nursultanovna Autaeva, Head of the Special Education Department at Abai Kazakh National Pedagogical University, PhD in Psychology, and Associate Professor, and Asset Tulegenuly Sailauov, Specialist of the Inclusive Environment Scientific and Practical Center, at the Keremet Student Services Office of Al-Farabi Kazakh National University.
During the visits, Zh.E. Turmanova learned about modern practices of inclusive support services and shared professional experiences. Particular attention was paid to interviews and professional meetings with leading university specialists on inclusive support issues.
Meanwhile, Senior Lecturer A.B. Musiev As part of the project, he conducted a business trip to the city of Turkestan, where he learned about the experience of organizing an inclusive environment at the Khoja Ahmed Yasawi International Kazakh-Turkish University.
During the visit, he held a working meeting with Elmira Usenkyzy Abdukarimova, Head of the Department of Social, Cultural Work and Psychological Support. During the meeting, he shared his professional experience in organizing psychological support for students and creating an inclusive educational environment.
Based on the results of the meeting, key objectives and substantive areas for implementing the subsequent stages of the project were identified.