Education as a Right: The Case of Neurodivergent Students in Kyrgyzstan

Abstract

Despite international mandates for inclusive education, neurodivergent students in the Kyrgyz Republic face significant challenges, including under-diagnosis, lack of resources, and systemic discrimination. This research examines how international children's rights frameworks influence the national legislation on inclusive education in the Kyrgyz Republic. By employing a neurodiversity paradigm and intersectional approach, the research explores the unique challenges faced by neurodivergent students, especially those from marginalized backgrounds. Data collection largely consists of literature review and content analysis of the national policies concerning the neurodivergent students in the Kyrgyz Republic. The findings highlight some discrepancies between international normative standards and Kyrgyzstan’s legislation and policy of inclusive and equitable educational practices that recognize and support the rights and well-being of neurodivergent students.