Жарияланымдар / Публикации

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

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2021 - 20243

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Автор: search.filters.author.Butabayeva Laura AskarovnaЕсть файлы: Нет

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    The main directions of development of a network of specialized libraries for blind and visually impaired readers
    (2021-12-15)
    Shynar Ussenbayeva
    ;
    Butabayeva Laura Askarovna
    ;
    G.I. Nurzhanova
    The article discusses theoretical problems, concepts of the formation of information culture of a special library, information about information retrieval systems. The whole world recognizes the fundamental role of new information technologies in social development. The information society, informatization, information education and other similar features are considered in a broad socio-cultural context. In these conditions, the problem of forming the information culture of a visually impaired person acquires special importance. It shows the development of the information culture of a visually impaired user as a consumer of information, the possibilities of a special library in the formation of the necessary information culture in interaction with the general information world. The article provides for the study of the information culture of a blind user by analyzing his information needs and requests and, based on the results, determining the main directions of their satisfaction. The analysis of the book fund of libraries for the blind and visually impaired, library services for readers, the activities of the Department of Typhlology, a network of specialized libraries in the Republic. The issues of information work of special libraries on the formation of information culture of readers and informatization of society, as well as the creation of an inclusive environment in the library are identified. The Special Library is the main source of free access to information and library information for the blind and visually impaired, as well as to meet the demand for books. The purpose of the library is to orient people with disabilities to modern education, search for the necessary information and use them in practical activities and the application of their abilities in socio-cultural life. The library as a cultural institution presents its inclusive experience based on the idea of perceiving the individuality of each participant in the inclusive process, and their knowledge and leisure are organized taking into account the special needs of each person.
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    Opinions of visually impaired school students about social communication processes
    (SciencePark Science, Organization and Counseling LTD, 2022-08-31)
    Shynar Ussenbayeva
    ;
    Butabayeva Laura Askarovna
    ;
    Nurzhanova Gulmira
    ;
    Aknur Bektemir
    ;
    Rabiga S. Labenova
    The aim of this study is to determine the problems and expectations of vis-ually impaired adult school students in the field of social communication. Within the scope of this general purpose, it was carried out with 30 visually impaired adults in the fall term of 2021-2022. It was carried out with school students studying at the school and working at the same time. The research was designed in accordance with the qualitative research design for tailless analysis of data. In the December research sample, there are 30 school students determined from the universe by the purposeful sampling method. Data were collected with social communication interview ques-tions prepared by the researcher. Decontamination analysis was performed for detailed analysis of the redial data. The result of this research is that visually impaired adults see disability as a limitation. It is defined as re-striction in social relationships, restriction from doing things, restriction from individual activities. It has been concluded that disabled individuals stay away from communication in their professional lives, are excluded because they prevent the distribution of work, and this situation has negative consequences. Keywords: visually impaired, adult, school students, social area, cultural values, problems
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    Psychological and pedagogical support for the successful education and development of children with special educational needs
    (National Academy of Education named after Y. Altynsarin, 2024-12-31)
    Butabayeva Laura Askarovna
    ;
    Laura Ismailbekovna Shalabayeva
    ;
    Baikulova Aigerim Meirkhanovna
    ;
    K. Tebenova
    This article addresses the challenges associated with ensuring the successful education and development of school-aged children with special educational needs. In today’s educational landscape, it is critical to create inclusive environments that cater to the diverse needs of these children, regardless of their individual characteristics. Providing equitable and accessible education is the fundamental responsibility of the state, prioritizing the well-being and rights of all citizens. However, achieving this goal relies heavily on the specialized efforts of teachers. By leveraging their expertise, educators play a vital role in ensuring fair treatment and equal learning opportunities for students with varying abilities. To meet these objectives, the study utilized methods of theoretical analysis and empirical research. The primary method involved conducting surveys among teachers and parents, based on a structured questionnaire developed by the authors. The findings highlight the importance of engaging parents or legal guardians, alongside psychologists, in the educational process through active and collaborative interactions. This approach enhances the psychological and pedagogical competencies of teachers working with special educational needs, thereby improving the overall quality of inclusive education. Both positive and negative patterns in the participants’ interactions with a psychologist in educational relations were found by analyzing the survey results. The structure and substance of the psychologist’s work with schoolchildren who have special educational needs, as well as their interactions with teachers, parents, and legal agents, all reflect the peculiarities of their inclusive practice. To achieve this goal, methods of theoretical analysis and empirical data processing were used. The main method was a survey of teachers and parents using a questionnaire developed by the authors. The analysis made it possible to show the need to involve parents (legal representatives) and the teacher of a psychologist in the correctional and educational process by using active forms of interaction with them in order to increase their psychological and pedagogical competence. This, in turn, indicates the need to expand the forms of work with teachers and with parents (legal representatives) of children with special educational needs to teach successfully and develop them accessible methods and techniques for correcting the psyche of schoolchildren.
    Цитирования (OpenAlex) 1