This doctoral thesis investigates the engagement of non-governmental organisations (NGOs) in the reform of inclusive education (IE) within Central Asian countries. While UN agencies and international organisations call for increased NGO involvement in IE reform, empirical evidence and a comprehensive understanding of their effects have remained limited. The research addresses this gap by focusing on domestic grassroots NGOs' engagement in the IE movement, examining the context of Kazakhstan and Kyrgyzstan as examples of progress in Central Asia.

The study adopts a grounded theory approach, delving into multiple data sources, including national policy documents, two-stage interviews with domestic NGO representatives, and discussions with international donor organisations. The data was analysed in line with Katy Charmaz’s constructivist grounded theory guidelines and validated through conversation circles with key stakeholders from across Central Asia.

The study results in the development of a comprehensive 'NGO Engagement in IE Framework' consisting of four tiers: functional roles and outputs of NGOs (Tier 1), employed strategies to successfully engage in IE development (Tier 2), barriers to the engagement (Tier 3), and driving motivations behind NGOs’ efforts (Tier 4). The framework encapsulates NGO-driven responses to questions surrounding their roles and engagement in IE reform.

At the functional level, NGOs are found to contribute to policy advocacy, teacher training, widening pathways for inclusion, research, and more. To achieve their best results, NGOs build partnerships with multiple stakeholders including governmental and local authorities, international organisations, businesses, and other NGOs. Yet, they face barriers related to competition for limited funding, lack of consistent political will of the states to promote IE, weak organisational capacity of NGOs, and their limited autonomy.

Motivations behind NGO engagement centre around their belief in their role as agents of change. NGOs fill the gaps where governments fall short and emphasise the "nothing about us without us" principle, designing and advocating for IE tailored to their contexts.

The framework emphasises the intricate interplay between NGOs and their countries' socio-political context. The study concludes that grassroots NGOs influence the implementation of IE and shape its essence within their societies.

This research holds implications for education policymakers, civil society, educational researchers, and NGOs. It informs strategies to reassess and enhance NGO engagement in IE, especially in the Central Asian context.