The Conceptual Framework. The conceptual framework given by Xxxxx and Xxxxxxx (2002) in their “Index for Inclusion” suggested three dimensions of inclusive education development. These are producing inclusive policies, creating inclusive practices, and evolving inclusive cultures. This framework became widely used not only to study schools but also to promote inclusive education development in different settings and countries (Carrington, Bourke, & Dharan, 2012). For example, Hong Kong inclusive educational policies were created relying on an adapted version of the Index for Inclusion (Heung, 2006). The government initiated the development process by reviewing the Index in order to create The Hong Kong Indicators of Inclusion, which rely on a similar framework, but the fourth dimension (domain) was introduced. This dimension is the student outcomes (ibid). Therefore, a set of indicators based on the four domains were approved as a final Index, which has a primary purpose to support school self-evaluation. Australia and New Zealand used this instrument and framework to promote inclusive education in their school communities by strengthening policies, practices, and culture (Carrington, Bourke, & Dharan, 2012). Some schools employed the Index in a cyclical process of reviewing, planning, and implementing strategies to strengthen a professional development of teachers and the student management (McMaster, 2012). Other schools relied on this instrument as a guide for self-evaluation. In general, Australian and New Zealand examples prove that the Index is widely used as a school-wide framework to guide change and to promote inclusive education (McMaster, 2012; Xxxxxxxxxx, Xxxxxx, & Dharan, 2012). Similarly, in Norway, the Index for Inclusion was applied as a tool for self-evaluation of inclusive schools and as a way to ensure they meet diverse aspects of inclusive education model (Nes, 2009). The study on inclusive education provision in the United Arab Emirates used a qualitative approach, analyzing a number of case studies about the actions and the perspectives of different stakeholders in education (Alborno & Gaad, 2014). The findings were presented in accordance to the three dimensions of the Index for Inclusion. Some themes that emerged from the data included a lack of effective teacher training, support services, and inclusive classroom structures (ibid). Among positive characteristics derived from the findings are a welcoming school culture and an increasing involvement of parent...
The Conceptual Framework. Based on the analysis of existing literature, there is a lack of understanding about relationships at the workplace of young female faculty members and their supervisors. A small number of studies explored the topic of the supervisor as an informal mentor. While the topics of workplace relationships and mentorship for young and female professionals are sufficiently covered in the literature, the topic of young female faculty members is largely ignored. Many studies were conducted in the West and little is known about the experiences of young female faculty members in Kazakhstan. Following conceptual framework is developed to guide this study.
