Жарияланымдар / Публикации

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Автор: search.filters.author.Kerimbayeva Rysty KaldyhanovnaЕсть файлы: Да

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    Social and Pedagogical Conditions for Adaptation of Preschool Children with Special Educational Needs to an Inclusive Environment Through Games: Bibliometric Mapping of the Literature (1975-2025)
    (Journal of Social Studies Education Research, 2026-03-29)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Aigul Syzdykbayeva
    ;
    M.P. Ospanbayeva
    ;
    Ю.Б. Иминова
    ;
    A. Turlankyzy
    The purpose of this study is to map the scientific landscape of research on the social and pedagogical conditions that support the adaptation of children with special educational needs to inclusive preschool environments through play based interventions. The analysis covers the period from 1975 to 2025 and is based on metadata from 4,461 journal articles indexed in the Web of Science database. The bibliometric analysis was conducted following the PRISMA framework. The study examined trends in publication growth, author productivity, and the social, intellectual, and conceptual structures of the research field. The main findings reveal that research on the adaptation of children with special educational needs in inclusive preschool environments has steadily increased over the past decades, with particularly strong growth between 2008 and 2012. Publications appear across a wide range of journals, mainly within the areas of educational research, special education, and rehabilitation. Scholars from many regions contribute to this field, with the United Kingdom, Germany, and the United States emerging as leading contributors. The analysis also indicates that the research community is relatively fragmented, consisting of several research groups with limited interaction among them. Overall, the field is interdisciplinary, integrating perspectives from education, medicine, and psychology. Over the past 50 years, major research themes have included nosological aspects of special education, academic achievement and educational outcomes, age related and institutional aspects of special education, early childhood and preschool education, collaboration and partnership in education, conceptual foundations of inclusive pedagogy, and teacher professional competence in inclusive education.
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    Adaptation of Preschool Children with Special Educational Needs to an Inclusive Environment through Play: A Systematic Review
    (National Research University – Higher School of Economics, 2026-07-08)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Aigul Syzdykbayeva
    ;
    M.P. Ospanbayeva
    ;
    Ю.Б. Иминова
    The adaptation of preschool children with special educational needs to an inclusive educational environment represents a complex process of gradual adjustment of children with developmental disabilities to conditions of joint learning and upbringing with neurotypical peers. Adaptive mechanisms in children with special educational needs are characterised by increased complexity and require specialised pedagogical strategies that account for individual characteristics of cognitive, sensory, and socio-emotional development. The purpose of the research is to investigate the effectiveness of using play as a means of adapting preschool children with special educational needs to an inclusive educational environment. The research methodology is based on PRISMA principles with a search of publications in Web of Science, Scopus, and Google Scholar databases using key descriptors "kindergarten adaptation", "preschoolers with special educational needs", "inclusive environment", "play-based interventions" for the period 1975–2025. Strict inclusion and exclusion criteria were applied to ensure high quality of selected studies. From 2,880 initially identified records, 7 studies meeting the established relevance criteria were included in the final analysis. The results demonstrate consistent support for the effectiveness of play interventions for children with attention deficit hyperactivity disorder, severe speech impairments, and visual impairments. The greatest adaptive effect is achieved through socially-mediated play activities involving neurotypical peers and significant adults, promoting natural formation of inclusive relationships and mutual understanding within the children's group.
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    Practices of Play Adaptation of Children with Special Educational Needs in Preschool Organizations in Kazakhstan: Results of a Qualitative Study
    (2026-07-14)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Ю.Б. Иминова
    ;
    Aigul Syzdykbayeva
    ;
    M.P. Ospanbayeva
    ;
    Aigul Makhanova
    This study examines game-based adaptation practices for children with special educational needs in preschool organizations in Kazakhstan, focusing on organizational conditions, teachers' professional readiness, and play-based methods employed, from the perspectives of administrators, preschool teachers, and specialized professionals. A qualitative study was conducted in the second half of 2025 across three preschool organizations in Taraz, Kazakhstan, differing by institution type (public/private) and level of resource provision. The following methods were employed: (1) interviews with administrators, (2) focus groups with preschool teachers and specialized professionals, and (3) a research diary. Purposive sampling included 29 participants: 3 administrators, 20 preschool teachers, and 6 specialized professionals. Data were analyzed using thematic analysis. Significant differences in inclusive education implementation practices were identified across organizations, attributed to staffing resources, material and technical infrastructure, and availability of specialized professionals. Teachers demonstrated high motivation to work with children with special educational needs; however, they reported a shortage of methodological materials, limited specialized training, and unequal access to specialist support. The central role of play activities — cognitive games, physical games, and pretend play — was established as a tool for adaptation and social integration between children with special educational needs and their peers. The findings highlight the need to strengthen teachers' professional development in inclusive education, develop methodological guidelines for game-based adaptation, and ensure equitable conditions for implementing inclusive education across preschool organizations of varying types.
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    ИНКЛЮЗИВНОЕ ДОШКОЛЬНОЕ ОБРАЗОВАНИЕ В КАЗАХСТАНЕ: ПРАКТИКИ ИГРОВОЙ АДАПТАЦИИ ДЕТЕЙ ПО ДАННЫМ ИНТЕРВЬЮ С ПЕДАГОГАМИ
    (2026-08-30)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    А.Д. Сыздыкбаева
    ;
    Ю.Б. Иминова
    Целью данного исследования является изучение реализации инклюзивного образования в дошкольных организациях Казахстана с точки зрения руководителей, воспитателей, узких специалистов, учитывая разные типы и условия организаций образования. В исследовании проведенном в первой половине 2025-2026 учебного года, приняли участие три дошкольные организации, расположенные в г.Алматы (Казахстан). В качественном исследовании использовались (1) фокус-группы с воспитателями и узкими специалистами, (2) интервью с руководителями (3) исследовательский дневник. Целенаправленная выборка включала дошкольные организации города Алматы, в которой приняли участие 3 руководителя, 15 воспитателей и 4 узких специалистов. Результаты исследования выявляют различия в практике реализации инклюзивного образования между организациями, связанные с кадровыми ресурсами, методическим обеспечением и организационными условиями. Педагоги демонстрируют высокую мотивацию и понимание значимости инклюзивного подхода, однако сталкиваются с недостатком методических материалов, ограниченной подготовкой в сфере работы с детьми с ООП и неравномерной доступностью специальной педагогической поддержки. Отмечена ключевая роль игровой деятельности как инструмента адаптации и социализации детей, а также влияние организационных условий на успешность инклюзивных практик. Полученные данные подчеркивают необходимость разработки системных рекомендаций, усиления профессиональной подготовки педагогов и создания равных условий для реализации инклюзии в дошкольных организациях. Результаты могут быть использованы при формировании образовательной политики и совершенствовании практики инклюзивного образования в Казахстане.