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Paper abstract:

Abstract

This paper aims to focus on challenges facing migrant (Kandas) children in Kazakhstani schools. At the dawn of independence the government launched repatriation initiatives to support foreign ethnic Kazakhs from different countries to return to Kazakhstan. However, there are lack of policies for successful integration of migrant children into Kazakhstani society. Since 2010, Kazakhstan has been implementing inclusive education in secondary schools but returnees’ children have faced a number of problems in this mainstream education because they found it difficult to adapt to the new social realities. There are number of studies devoted to Oralmans from China (), Russia (), Mongolia(). However, little attention was paid to their children's adaptations in schools in the frame of inclusive education. The author has conducted field research in different parts of Kazakhstan but mainly in Almaty region due to high concentration of returnees. He has conducted interviews, focus groups, surveys among principals, school children, teachers and state officials using qualitative and quantitative data. His preliminary findings suggest that all stakeholders should coordinate efforts and monitor the activities within the school to help children to navigate in the new educational settings. This study will contribute to the better understanding of special needs of returnees’ children. Moreover, it will raise awareness of this issue in implementing inclusive education and will develop the close relationship between local and returnees’ children.

It is essential to note that the project is the author's first experience; therefore, some aspects may not be covered. However, I believe that it will benefit all the actors in the educational sphere.