Abstract
Parenting a child with Down syndrome (DS) has received limited scholarly attention in Kazakhstan, where understanding of these families’ needs, support systems and lived experiences remains underdeveloped. To address this gap, this qualitative phenomenological study examines the lived experiences of parents, with a focus on the educational paths of their children and the barriers encountered along the way. The study draws on data from interviews with eight parents of children with DS from various regions of Kazakhstan, guided by the Conceptual Model of Family Factors Relating to the Early Development of Children with Down syndrome. The main finding was the numerous obstacles faced by children with Down syndrome and their families in educational, recreational and community settings. As a result, mothers are compelled to take on the role of advocate for their children. The topics covered include efforts to create developmentally supportive home environments, secure early intervention services and manage their children’s schooling experiences, with significant implications for specialists, schools and the state.