The list of analysed textbooks.xlsx

This article examines the critical issue of the underrepresentation of persons with disabilities (PWD) in Kazakhstani primary school textbooks, a significant concern amidst ongoing inclusive education reforms. Despite reviewing 155 textbooks encompassing approximately 19,783 photographs of people, only seven images depicted PWD, often in reductive and stereotypical ways that reinforce able-bodied norms. Through 23 interviews with textbook production stakeholders, this research identifies key challenges such as the lack of explicit education standards, societal views, concerns about potential harm outweighing the benefits of inclusion, and the influence of Soviet-era ableism. This study contributes to the growing body of research from a Global South perspective, particularly in postcolonial contexts like Kazakhstan. Findings emphasize the urgent need for significant participation by experts and educators, professional training of textbook stakeholders, and transparency of textbook approval with the greater engagement of the public regarding the underrepresentation of PWD.

本文探讨了哈萨克斯坦小学教科书中残疾人（Persons with Disabilities，PWD）代表性严重不足这一关键议题，在当前持续推进的融合教育改革背景下，该问题是一项值得高度重视的关切事项。尽管本次研究梳理了155册教科书，总计涵盖约19783张人物照片，但其中仅7张图像呈现了残疾人，且往往以片面刻板的方式进行描绘，强化了健全人的行为规范。通过对教科书制作相关利益方开展的23次访谈，本研究识别出多项核心挑战：缺乏明确的教育标准、社会固有观念、认为融合教育的潜在危害超过其益处的担忧，以及苏联时代健全至上主义的影响。本研究为全球南方视角下的相关研究增添了新的学术成果，尤其聚焦哈萨克斯坦这类后殖民语境国家。研究结果强调，亟需专家与教育工作者深度参与，对教科书相关利益方开展专业培训，同时提高教科书审批的透明度，并推动公众更广泛地参与到解决残疾人代表性不足的议题中来。