Inclusive school «Insight»

Inclusion is normal! This is not about disability, not about diagnoses, not about pity and not charity.

  • An inclusive social model is an absolute necessity for the natural holistic development of any child.

    School « Insight » is one of the projects of the Center for Social Inclusive Programs. We strive to make inclusive culture the norm of life. A healthy society is an inclusive and diverse society. We pay special attention to how children contact each other. The basis of interaction in an inclusive school is empathy.

for whom


Our goal is to develop a model of harmonious socialization of children. The first step is to form this society consisting of the most ordinary children and their parents. When we talk about society, we mean school, early development centers, leisure and family. Social life is a holistic process that needs to be taught to children.

Who can become a student of the school?

Any children aged 7-17 years can be our students. We believe that a child is first and foremost a HUMAN BEING.

We work with normotypic children of different ages, as well as with children with special features in health and development, such as:

– Autism spectrum disorder

– Cerebral palsy

– Down syndrome

– Mental retardation

– Diabetes

– Post-traumatic syndrome (children from foster families).

Why are we different?

The difficulty of teaching special children in ordinary schools lies in the fact that very often they face bullying, untrained teaching staff, a shortage of teaching assistants who can sufficiently organize an inclusive school process. But all children need social security at school, protection from bullying and alienation, everyone needs teachers with burning eyes, interesting lessons… Difficulties in the educational process for special children are just an indicator of a common problem

An important factor is also the lack of organized inclusive leisure for children.

Why are we different?

There are no boring formal lessons in our school.

The whole educational process is dynamic and lively!

Small classes (up to 15 students per class)

Guarantee that teachers will pay the necessary attention to each child

Everyone will be heard

Everyone will have the opportunity to actualize themselves

At Insight School, the first half of the day is devoted to study, the second to leisure, and children can communicate in a variety of situations.

The Insight School is a model that can later become a social franchise and a unique elaboration of Kazakhstan, which will increase the level of empathy among normotypic children, prevent bullying, suicide, and relieve anxiety.

Our technologies:

  •  Modern PBL (problem based learning) technology,

  • TRIZ – theory of inventive problem solving,

  • Training of tutors and accompanying parents (unique for Kazakhstan),

  • Teenage Volunteering program.

Our partners:

  • Center for Community Education (Bulgaria),

  • NGO Inclusive Practices (Georgia),

  • ICD Global Organization (an international association supporting communities around the world)

Questions about the school "Insight"

1. How many students with special educational needs will be in the class?

There are only up to 15 students in each class, including up to 30% of students with special educational needs. Small-sized classrooms provide the most effective educational process.

2. How is the learning process in an inclusive classroom?

The learning process in an inclusive classroom is informal, interesting and filled with practical experience, experiments with a research note. Children master the necessary educational program, the teacher, in turn, builds the learning process so that everyone is interested and everyone successfully mastered the content. Each student, certainly is enriched in such an educational process, developing not only his academic intelligence, but also emotional, the ability to empathize and live.

3. What is a parent community?

A community is an association of parents with similar values who strive to create a social environment in which everyone has the right and opportunities for holistic development. Working together in the interests of the development of an inclusive and diverse society, parents are realized socially.

A child’s life is holistic, and development is determined not only by the time spent at school or a development center. That is why it is so important that the child is surrounded by people who are ready to help reveal his potential and talent. The most reliable and best support for this can be a well-coordinated parent association cooperating with specialists and teachers. We strive precisely for the family form of work. It’s normal for parents to take part in children’s lives. We train and advise parents on all issues of the development and social path of the family and the child.

4. How can parents become part of the community?

If you share our values and desire to create such conditions in which there is no place for negative stress, the natural stages of the child’s development are taken into account, if you are active and open to everything new, we are very much waiting for you! To be included in our community, it is enough to come to a consultation, get to know us and join all forms of our joint activities together with children at any speed!

5. How does the inclusive process at Insight School differ from the inclusive process at other schools in the city?

Our social research and experience show that in fact most schools apply the principles of integration, not inclusion.


Integration in translation means “restoration of the whole”, implies the inclusion of a child with a special educational needs or disability in the educational process (the emphasis is on children with special educational needs attending classes together with normotimic children). In the integrative model, the child is considered as a carrier of a problem, a disadvantage that needs to be compensated in such a way that the child corresponds to the education system. At the same time, there are no changes in the social environment and the norm of relations between people.

Inclusion is a natural and necessary stage in the development of society and the education system. The term “inclusion” means the process of including someone in a group, community, regardless of gender, age, religion, developmental characteristics and health. The idea is that everyone should be able to use the same facilities, participate in the same activities and enjoy the same experiences, including people with disabilities or other adverse conditions, in the interests of the development of the community or group itself. The main thing in the inclusive process is the development of the social environment! Such an environment in which you can exercise your right to be included. The presence of social infrastructure and the norm of empathic attitude to each other solve the question of the possibility of including any person. The environment has to change. Society must develop, then everyone who is included in it inevitably develops. This principle that is implemented in our school, and this is the whole secret of success!

6. Why should normotypic children study in an inclusive classroom?

The most important aspect of the educational process is the formation of emotional intelligence and the universal ability to assimilate any material, of course, in an informal setting. This can be learned only in an inclusive environment, since children with developmental disabilities physiologically do not perceive conditional external ways of presenting information

It is also very important that the learning process is not limited to the technical assimilation of content. Education is a process of formation of thinking, familiarization with culture and spirituality… An inclusive class is an ideal base for the formation of a high psychostructural state of a child and preparing him for life in the big world.

To date, there are many studies proving that learning in an inclusive environment is much more effective mainly for normotypical children. All studies without exception (in the USA, Great Britain, Australia, Canada, Ireland, Russia, Brazil, etc.) have proved 100% that the academic performance of normotypic students does not decrease due to inclusion. On the contrary, academic performance among children without disabilities and special educational needs increases by an average of 30%. In an inclusive process, the quality of teaching is significantly improved.

7. Are there discounts on tuition fees for students?

Yes, discounts are provided and this issue is always considered individually, taking into account all the nuances and circumstances of the family and the possibilities of the school.

8. Can Insight teachers develop an individual learning program for a child with special educational needs?

Yes. This is the professional specifics of our teaching staff. When working in inclusive classes, the educational process is built on an individual route that takes into account the psychological and pedagogical characteristics of children, but they lead students to the same level of mastery of program material. An individual and differentiated approach in the classroom allows you to involve all students without exception in educational activities at the level of their potential.

9. Does Insight School include extracurricular social activities, trips, excursions?

Yes, a lot of attention is paid to this part of children’s social life. And this is one of the most active and popular areas of school. It is in the process of extracurricular life that one can really learn to be friends, to exercise creativity, ingenuity. And if this is done under the supervision of adults who understand the inclusive process well, success is guaranteed.

10. What are the criteria for admission to Insight School?

There is only one criterion – the parents’ desire to be a member of community, to take an active social position in the child’s development. The “Insight” school is open to all.

11. Do children study at Insight School accompanied by a tutor?

The school employs teaching assistants. If the child needs the support of a tutor, this issue is decided individually and always in the best interests of the child.


«This year, for the first time ever in school (6.5 years), my child said that school is better than at home, because there teachers and everything you can ask (and we have a history of ordinary school before the pandemic and 1.5 years of cowid removal, and the child directly openly did not like). Many thanks to our center and our teachers for the atmosphere and attitude and everything you do.»
the mother of a special child
«And in the last days of the holidays held training on the prevention of emotional burnout and self-help under stress for a wonderful team of the best private School "Insight". The usual program in an unusual performance. This is not a compliment, but a direct statement of the facts. First of all, where else have you seen a school that offers its employees a full-fledged two-day training with a full-fledged immersion in this topic? For me it is called - care for employees, and through them and children, because teachers - one of the most fading professions, and their condition directly affects the interaction with children and learning process. Next, working with these guys was a pleasure! Included, motivated, deep, just a coach’s dream. And then the white envy of the children they teach and accompany, because there were also tutors among them. We have managed to discuss very different topics from the sphere of emotional regulation, to try the practice, traveled from the physical level to the value.»
Svetlana Bogatyreva
«Inclusion is when it’s real! For four years, my child was educated at home. She was always drawn to the people, but there was no collective waiting for my daughter, supporting her, inspiring her - not at random, but constantly. And now in our inclusive team we create a social environment where children can get involved. Adelina has friends not only among special children, but also among the normotypical. There is no division. I love watching kids talk to each other, play without creating boundaries. For such moments you just need to create the conditions, opportunities! Our inclusive classes are held so that everyone is interested: both adults and children. We do charging, go hiking, in the rope park. And children feel their social role: the norm helps the special, older children help younger ones and this is normal! It's great when adults are united by an idea, children feel the energy of the atmosphere and are inspired by it.»
the mother of the special girl Adelina
«Inclusion is the birth of motivation to contact and overcome one's boundaries. Our Misha doesn't really like sports. But when the children around you are doing exercises with interest, competing, showing creativity, he also tries to show himself strong, set a record! And even more so when everyone around you starts encouraging you, supporting you: Misha, come on, you can! - the team spirit is awakening. In such a situation, he is no longer in as part of his autism, he is fully involved. What is needed for this? This is a lot of work on the preparation of normotypic children, it is a continuous process of teaching parents. Inclusivity is a position filled with discoveries and a taste for life! This is what we learn at the Center for Social Inclusive Programs.»
mother of a boy with autism Misha
"There are many stories about children, and most people associate the word inclusion with children. I want to tell you about adults, because adults also need inclusion. Arseniy's grandmother (a special boy from our team) spent the whole summer with us, took part in all our activities at the Center for Social Inclusive Programs. She hasn't been this alive in years. Inspired! She sang, and danced with children and went to the mountains. This is a story about the second youth! Inclusion is about the fullness of life outside the framework. The frames are only in people's heads. And if you cancel them socially, then life plays with new colors!"
the mother of a special boy Egor