Abstract
The present study seeks to understand the experiences faced by subject teachers educating students aged 16-19 years with hearing impairments studying in Technical Vocational Education and Training (TVET) Institutions in North and South Kazakhstan. Researcher explored teachers’ experiences in order to discover what barriers they encounter and how they cope with those challenges. This is a qualitative research study employed a selective case study design. The main participants of the study were two subject teachers in TVET institutions conducting inclusive classroom practices for hearing-impaired students, the teachers have had at least three years of teaching experience in inclusive classrooms. The other two participants were also subject teachers to SEN students and principals of TVET institutions who initiated the start of inclusive education in their education organization. Participants’ perspectives on theoretical and practical approaches in educating TVET students with special educational needs have been investigated in-depth. The result of the selective case study revealed that teachers at the selected colleges face communication and institution barriers. Firstly, the teachers have physical and communication barriers with hearing-impaired students despite the presence/assistance of a sign-language interpreter. Secondly, the teachers face institutional barriers in teaching SEN students. The reason is poor vocabulary, which limits students’ opportunities to have a good academic performance. The outcome of the research will be useful to TVET administration, policy makers, researchers and people interested in further developing inclusive education at the college level in Kazakhstan.