Author: John Heilmann, Alyssa Wojtyna

DOI: 10.62670/2308-7668.2026.55.1.001

Source: Issue: vol. 55 No. 1: 10 April 2026

Publisher: PE "Center of Excellence"

Document type: Practice-oriented article

Abstract

Both Kazakhstan and the United States are working to expand inclusive education for students with disabilities. Although each country has its own history and context, teachers in both settings face similar challenges supporting diverse learners. This paper shares practical lessons from U.S. classrooms that may be useful for educators in Kazakhstan during this time of change. Using three case examples, we show how High Leverage Practices can help teachers observe students, make small changes to lessons, and give the support students need to succeed. We also discuss the importance of collaboration among classroom teachers, special educators, and psychological and social educators. Through shared problem-solving and intentional supports, schools can create learning environments where all students feel welcome and capable of success.

Key words: inclusive education, high leverage practices, Universal Design for Learning, special education, disability

References

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