Organisation of the model of early assistance to children with special needs in the Republic of Kazakhstan

Abstract

Relevance. The problem of disability is currently relevant. As of 2019, according to UNICEF, 153,230 children with special needs live in the Republic of Kazakhstan. By 2021, this number had increased to 161,826, with 5,641 children under the age of three. Despite a robust legislative framework, unresolved social, cultural, political, and other issues persist, particularly affecting young children. Purpose. The purpose of this paper is to identify and address the features of the organisation and implementation of models of early care for children with special needs. Methodology. This study used philosophical and scientific methods to analyse early care models for children with special needs in Kazakhstan, focusing on theoretical analysis and empirical comparison of existing practices. Results. The study presented various programmes, plans, and projects aimed at developing social inclusion and equal opportunities. It also identified persistent problems within the social child protection system in Kazakhstan. Conclusions. The findings of this study have significant implications for the development of an inclusive society in Kazakhstan. By providing a holistic understanding of the integration and equality of children with disabilities, the study identifies key areas for improvement within the current social policy, legislation, systems, and resources. The analysis underscores the importance of addressing unresolved issues to enhance the effectiveness of early care models. This research can serve as a foundation for policymakers, educators, and social workers to develop strategies that are more effective and interventions. By focusing on the identified areas for improvement, Kazakhstan can move closer to achieving true social inclusion and equality for children with special needs. Keywords: inclusion; availability of education; social protection; stigmatisation