Contains six case studies that address issues of inclusive
education or social inclusion in Kazakhstan, Kyrgyzstan, and
Tajikistan. The cases raise a number of questions relating to the
purpose and nature of schooling, about who should have access to
schools and how such access might be negotiated. These cases also
ask questions about the respective roles of policy, parents, civic
society, advocacy groups, professionals, NGOs, and government
agencies; how notions of disability are constructed in the region;
in which way does the Soviet legacy of "defectology" still inform
policy and practice today.
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