We made a quite thoughtful description of our thesis topics last time, explaining reasons to choosing particular problems, identifying purpose, and making precise research questions. Frankly speaking, the comments made me think a lot whether I am on the right path or not. Certainly, I will keep revising and editing this part throughout the academic year. Another part, which is a foundation of the whole work is a literature review. The process of searching right sources of topic-related information is a very engaging and time-consuming one. Though, I have some basic sources, I still try to find more and more valuable literature. I would like to refine the definition on inclusive education, not to deviate from it too much and make it more accurate, specific, to be exact.
I divided my thesis into three main themes: Inclusive Education, Inclusive Teachers’ Competences, and Supplementary Tutoring. Why have I chosen this trajectory? Mostly, because I have been involved in supplementary education sector for many years so far and I want to analyze the issue from this particular perspective. In order to make reading the thesis smooth and easy –to – follow, I will start with general concepts and gradually specifying the sub-themes I will examine in the paper. For instance, “The latest demands of modernization of education system include integration of children with limited health opportunities in mass mainstream schools. …” is an introduction to the topic, while “Inclusive education is aimed at providing learners with special educational needs (SEN) and preferences with equal opportunities to access educational resources and services…” is a more specific notion. Each theme will have paragraphs, so that we could distinguish sub-themes. “The Background of Private Tutoring”, “Pros and Cons of Private Supplementary Tutoring” are examples of it. The challenge here is to find enough relevant peer-reviewed literature to support ideas and arguments. Especially, in the Kazakhstani context. However, the topic I am analyzing is a very popular phenomenon abroad and has been started to be actively researched. So, I would like to refer to Bray & Kwo (2014) who identified in their studies that 87% of students chose supplementary tutoring before university exams in the Republic of Korea. According to Silova (2009), “of all the Central Asian countries reviewed, the scope of private tutoring was found to be highest in Kazakhstan (64.8%)” (p. 88). Therefore, we do need to conduct research on this phenomenon and identify any relationship of it with inclusive education, it is probable positive or negative impact, and see to what extent specialists are ready to practice inclusive education in their workplaces.