{"id":37280,"date":"2025-05-26T14:23:57","date_gmt":"2025-05-26T12:23:57","guid":{"rendered":"https:\/\/world-education-blog.org\/?p=37280"},"modified":"2025-11-06T15:04:50","modified_gmt":"2025-11-06T14:04:50","slug":"leadership-for-inclusion-how-i-built-a-foundation-for-change-in-higher-education-in-kazakhstan","status":"publish","type":"post","link":"https:\/\/world-education-blog.org\/2025\/05\/26\/leadership-for-inclusion-how-i-built-a-foundation-for-change-in-higher-education-in-kazakhstan\/","title":{"rendered":"Leadership for inclusion: How I built a foundation for change in higher education in Kazakhstan"},"content":{"rendered":"

By Kamila Rollan, Inclusion Lead, Assistant Professor, SDU University, Kazakhstan <\/strong> <\/em><\/p>\n

\"\"<\/a><\/span><\/span><\/p>\n

I<\/span>nclusive education is not just the end<\/span> goal; it is a continuous process that requires leadership, <\/span>collaboration<\/span> and action to create learning environments where every student can thrive. My journey as an Inc<\/span>lusion Lead at SDU University, a private university in <\/span>the <\/span>Almaty region <\/span>of <\/span>Kazakhstan,<\/span> has taught me the importance of advocating for change, crafting effective policies, and building support systems for students with special educational needs and disabilities (SEND). This leadership role has not only transformed the experiences of our students but has also allowed me to contribute to a broader conversation on inclusion in higher education across Kazakhstan.<\/span><\/span>
\n<\/p>\n

<\/div>\n

When I was appointed as Inclusion Lead <\/span><\/span>almost two <\/span>years ago<\/span><\/span>, one of my first priorities was to address the gaps in support for students with SEND. Many of these students faced barriers in accessing their education on equal terms with their peers, from facilities to lack of awareness about <\/span>reasonable accommodations<\/span>. <\/span><\/span>Reasonable accommodations are adjustments or modifications made to ensure that students with disabilities or special educational needs have equal access to learning opportunities without compromising academic standards. Examples include extended time on exams, the use of assistive technologies (such as screen readers or speech-to-text software), offering alternative assignment formats, and ensuring physical accessibility.<\/span><\/span><\/p>\n

Without <\/span>awareness raising<\/span>, clear policies and systems in place, students who needed additional support often struggled silently. I knew that if we wanted to create meaningful change, we had to start with policy reform.<\/span><\/p>\n

Drawing from the best international practices, I led the introduction of SDU\u2019s first policy on reasonable accommodations. This policy outlined the university\u2019s commitment to providing tailored support to students with SEND, whether through assistive technologies, flexible exam arrangements, or accessible learning materials. More importantly, it established a formal process for identifying students\u2019 needs, consulting with them directly, and implementing accommodations that would allow them to succeed academically.<\/span><\/p>\n

Leading the implementation of a policy requires a collaborative, multi-stakeholder approach<\/span><\/b><\/h3>\n

I worked closely with faculty, administrators, and student services to raise awareness about the importance of inclusion and to provide training on how to implement reasonable accommodations in practice. These efforts gradually began to reshape the university\u2019s culture. Faculty members who had initially been uncertain about accommodating diverse learning needs began to embrace inclusive teaching strategies, and students with SEND felt more empowered to seek the support they needed.<\/span>\u00a0<\/span><\/p>\n

\"\"<\/a><\/p>\n

As the policy took root, we saw tangible results. Students who had previously struggled began to excel, thanks to the accommodations that removed barriers to their learning. We also established a dedicated support system to ensure that students could access ongoing assistance throughout their university journey. This included creating partnerships with external experts, such as disability advisors and assistive technology specialists, to enhance the support available on campus.<\/span><\/p>\n

Collaboration is the foundation of inclusive practices. Yet only about one third of training programmes for principals focus on collaboration. Sharing decision-making authority with peers, forming teams with complementary skills, and involving students in the institution\u2019s daily life are all components of inclusive and democratic institutional management that open the door for respect to diversity \u2013 of opinions, contributions, needs and perspectives.<\/span><\/p>\n

Leading for inclusion does not stop at the institutional level<\/span><\/b>\u00a0<\/span><\/h3>\n

Inspired by the progress at SDU, I began to advocate for inclusion more broadly, sharing our experiences with other higher education institutions in Kazakhstan. By participating in workshops, delivering guest lectures, and engaging in national forums, I have sought to raise awareness about the importance of reasonable accommodations and to encourage other universities to adopt similar policies, helping to build a more inclusive higher education system across the country.<\/span><\/p>\n

Inclusion is a shared responsibility, and <\/span>leadership plays a critical role in driving systemic change<\/span><\/a>. My experience at SDU has reinforced my belief that when we create policies that prioritize equity, build capacity among educators, and amplify the voices of students with SEND, we can transform not only individual institutions but entire educational systems. As we continue to expand the conversation around inclusive education in Kazakhstan, I remain committed to fostering a culture where every student, regardless of their abilities, can access the opportunities they deserve and realize their full potential.<\/span><\/p>\n

 <\/p>\n