This research investigates the current assessment practices for children with special educational needs (SEN)
in the Republic of Kazakhstan following the country’s transition from a medical model to a socio-educational
model. The research examines the recently implemented four-stage assessment system conducted by secondary
schools, psychological-medical-pedagogical counselling centers, and rehabilitation centers. A distinctive feature
of Kazakhstan’s approach is the team-based assessment methodology that mandates participation of subject
teachers, special educators, speech therapists, and educational psychologists regardless of location. Notably,
specialists select assessment tasks independently based on children’s age and educational standards, as the
government has not established standardized assessment tools. To evaluate the effectiveness of these practices,
we conducted a comprehensive mixed-methods study involving surveys and interviews with professionals
actively implementing these assessment procedures. The research sample included 20 psychological, medical
and pedagogical councils and 63 secondary schools, with a total of 186 respondents (135 primary school teachers
from inclusive education institutions and 51 specialists from psychological, medical and pedagogical councils).
Additionally, in-depth interviews were conducted with 30 teachers to obtain more detailed insights. The findings
reveal both strengths and limitations of the current assessment practices in Kazakhstan, providing valuable
insights into how secondary schools and specialized organizations select and implement assessment methods.
This analysis contributes to understanding the practical implementation of the socio-educational model and
identifies areas for potential improvement in the assessment system for children with SEN in Kazakhstan.