"Raising children without complexes": successes and shortcomings in implementing inclusive education in Northern Kyrgyzstan

Abstract

From 2001–2011 public employees in Kyrgyzstan worked in partnershipwith international non-profit foundations to develop and implement a neweducational protocol for children with disabilities. They launched pilotproject to institute inclusive education in public primary and secondaryeducation in Belovodsk, a town not far from the capital city of Bishkek. Theproject sought to address negative attitudes toward disabilities, and to traineducators to create an inclusive learning environment that benefits allstudents. The Belovodsk case represents an instance of top-downimplementation of inclusive education. This article, based on field study in2011, describes educational access in Belovodsk. The authors draw oninterviews with local stakeholders, including educators, parents, local,regional and national administrative officials, and on observation in twoparticipating public schools including surveys and activities with children inthe schools. Describing in detail the daily educational experiences of threechildren with disabilities, the authors suggest that the program has succeededin creating a positive local learning environment for children with physicaldisabilities and sensory impairments. However, challenges remain inBelovodsk, and for the implementation of inclusive education in Kyrgyzstan.Based on the protocol, children with multiple disabilities and severedisabilities are still excluded from public education. Some parents remainuninformed of the right to public education or burdened by the cultural stigmaof disability keep their children at home in spite of the new opportunities.Furthermore as Kyrgyz and international stakeholders seek to expandinclusive education to other regions of the country, many barriers remain.