Parental perspectives on inclusion: a comparative study of parents of children with and without disabilities in urban and rural schools

• In Event: Stakeholders, technology and inclusive education

Proposal

Introduction
Inclusive education in Kazakhstan has been evolving rapidly, with significant strides made in integrating children with disabilities into mainstream schools. This study explores the perspectives of parents of children with and without disabilities on inclusive education, particularly focusing on the differences between urban and rural settings. While the study does not directly cover the issues of digitization, it recognizes the broader context of the post-COVID world and the increasing influence of digital technologies and AI in shaping educational practices. These factors, although not the primary focus, are considered as part of the evolving landscape that influences parental perceptions of inclusion (UNESCO, 2023). This research is aligned with the CIES 2025 conference theme, as it provides critical insights into how these broader changes may be impacting parental views on inclusive education.
The implementation of inclusive education in Kazakhstan faces unique challenges, particularly in rural areas where resources are more limited. This study examines parental perceptions of inclusive education, focusing on the differences between urban and rural settings. Although the research does not directly address issues of digitalization, it acknowledges that the evolving educational landscape, influenced by broader societal changes, may play a role in shaping these perceptions. Understanding these dynamics is crucial for developing policies that effectively support inclusive education across diverse contexts. As we know, the new challenges posed by digital divides may exacerbate inequalities in educational outcomes (Wong et al., 2015).
Theoretical framework and methodology
The study is grounded in social constructivist theory, which emphasizes the role of social context in shaping attitudes and behaviors. In this research, the theory is applied to understand how parental attitudes toward inclusive education are influenced by their socio-cultural environments, including the urban-rural divide in Kazakhstan. While not the focus of the study, digital technologies provide a relevant backdrop that could affect parental perceptions indirectly, especially as education systems continue to evolve in AI-influenced education.
This study employs a convergent parallel mixed-methods approach, integrating both quantitative and qualitative data to provide a comprehensive understanding of parental perspectives on inclusive education (Creswell & Plano Clark, 2018; Tashakkori & Teddlie, 2010). The quantitative component will involve structured online surveys, while the qualitative component will include semi-structured interviews and focus group discussions. The integration of digital tools in data collection is particularly relevant, as it reflects the broader theme of the conference, focusing on how digitalization impacts educational research and practice (UNESCO, 2023).
Expected contributions
The study aims to explore potential differences in parental attitudes toward inclusive education between urban and rural settings in Kazakhstan. Previous research has suggested that access to resources, information, and support services can significantly influence parental attitudes towards inclusion (De Boer, Pijl, & Minnaert, 2010). However, there is limited empirical evidence directly comparing these factors between urban and rural areas within the context of Kazakhstan or similar settings.
The research will contribute valuable data that can inform policymakers, educators, and stakeholders in developing targeted strategies to promote inclusive education effectively across diverse contexts. It will highlight the specific needs and concerns of parents in different settings, facilitating the creation of tailored interventions and support mechanisms that address contextual disparities and promote equity in educational opportunities.
This research adds to the global understanding of inclusive education by providing empirical evidence from Kazakhstan, offering insights into the socio-cultural and geographical factors influencing parental attitudes. By employing a rigorous mixed-methods design, the study not only identifies quantitative differences but also explores the underlying qualitative nuances that explain these variations.

Authors

• Darkhan Bilyalov, Nazarbayev University

• Zulfiya Movkebayeva