Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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Автор: search.filters.author.Aitolkyn DuzelbayevaТема: search.filters.subject.inclusive education

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    Organisation of psychological and pedagogical support for pre-vocational education of disabled students
    (Conscientia Beam, 2025-10-17)
    Zulfiya Movkebayeva
    ;
    Aitolkyn Duzelbayeva
    ;
    Zhigitov Alibek Bekezhanovich
    ;
    Д.С. Хамитова
    ;
    Kabdyrova Ainur Askarbekovna
    The aim of this research is to establish a psychological and pedagogical support organization for the pre-vocational education of students with disabilities. In this context, information was collected from teachers of students with disabilities in pre-vocational education regarding educational processes, support methods, needs, individual differences, family cooperation, resources used, teacher competencies, success and evaluation processes, psychological support, and development suggestions through a semi-structured interview form. Four male teachers and 14 female teachers aged between 20 and 49 years participated in the study. The findings indicated that teachers reported problems with the self-efficacy of individuals with disabilities, difficulties in communication with peers, and communication problems overall. Teachers emphasized that maintaining high motivation levels, providing psychological support, utilizing interactive and practical resources, and employing auxiliary educational materials are important in overcoming these issues. It was concluded that individualized teaching programs and cooperation with families are essential in this context. Additionally, teachers argued that creating a flexible and individualized educational environment for individuals with different disabilities is necessary. Ultimately, it was concluded that the education processes for individuals with disabilities should be organized within pre-vocational education. It is recommended that teachers, students, and families be informed about disability education processes.
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    Addressing Gaps in Inclusive Education Through Innovative Approaches to Training Specialists in the Field of Psychological and Pedagogical Support for Children with Disabilities
    (2025-12-26)
    Aitolkyn Duzelbayeva
    ;
    Zulfiya Movkebayeva
    ;
    Yermagambet Aliya
    ;
    Хамитова Дана Сункарбековна
    ;
    Kabdyrova Ainur Askarbekovna
    This paper examines the critical gaps in inclusive education, with a particular focus on the training of specialists in the psychological and educational support of children with disabilities. Despite advances in inclusive practice, there remains a significant shortage of adequately trained professionals to meet the diverse needs of these children. Through a comprehensive review of current literature and innovative training methods, this study highlights the effectiveness of multidisciplinary approaches and the integration of technology in enhancing professional competencies. It also examines case studies from different educational settings to demonstrate practical applications. The findings suggest that a holistic and adaptive training framework, including theoretical knowledge, practical skills and emotional intelligence, is essential for effective inclusive education. The study concludes with recommendations for policy makers, educators and training institutions to address these gaps, emphasising the need for continuous professional development and a collaborative approach to support inclusive education for children with disabilities. The objective of this study is to identify key challenges and propose evidence-based strategies for improving the professional training of specialists in inclusive education. The methodology involves a systematic review of recent academic and policy sources, along with case analysis from diverse educational contexts to ensure a comprehensive understanding of current practices and outcomes.