Abstract
This study explores Kazakhstani teachers’ perceptions of inclusive education (IE) practices and challenges in supporting students with special educational needs and disabilities (SEND) transitioning to the workforce. Using a combination of sampling methods, the study surveyed 59 teachers with experience in inclusive classrooms in Almaty, the country’s largest metropolis. Findings highlight several barriers to IE implementation, including limited resources and large class sizes, and insufficient workforce preparation for SEND students. Teachers also report difficulties in providing individualised support within mainstream classrooms and often suggest specialised settings as a practical alternative. The study stresses the teachers’ dual roles as advocates for inclusivity and, at times, gatekeepers constrained by systemic limitations. Recommendations include structured workforce preparation programs, reduced class sizes, and enhanced professional development for teachers. These insights contribute to ongoing discussions on inclusive education and suggest potential improvements in policy and practice, aligning with global trends supporting SEND students’ labour market inclusion.