Жарияланымдар / Публикации

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Автор: search.filters.author.Kerimbayeva Rysty KaldyhanovnaТема: search.filters.subject.preschool education

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    Technologies for the Integration of Children with Special Educational Needs into the Developing Environment of Preschool Organizations
    (2026-05-01)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    M.P. Ospanbayeva
    ;
    Aigul Syzdykbayeva
    ;
    Ю.Б. Иминова
    ;
    DARKHAN NAURUZBAYEV
    In the context of the transformation of the educational paradigm and the shift towards inclusive education, technological solutions are becoming a key factor in ensuring equal opportunities for all categories of learners. This article explores the problem of integrating children with special educational needs (SEN) into the developmental environment of preschool institutions through the use of modern technologies. Methodology and Methods. The study involved 27 preschool teachers. The survey included an assessment of material and technical resources, an analysis of the frequency of technology use, and a measurement of teachers’ competency levels. Results. A critical gap was identified between the needs of inclusive education and the actual conditions for its implementation. Only a small proportion of institutions are fully equipped with the necessary technological resources, while the majority of existing technologies are considered outdated. The findings also reveal differences in how technologies are applied: they are widely used to support socialization and cognitive development, but are far less frequently employed for the correction of behavioral disorders. Scientific novelty. It has been experimentally proven that the effectiveness of technological integration of children with SEN is determined not only by the availability of technical means, but also by a complex of interrelated factors. A disproportion between teachers’ high motivation to master technologies and their low actual competency in assistive technologies was identified and quantified. Practical significance. The research results can be used to develop modernization programs for preschool inclusive education. The identified barriers and teacher needs form the basis for creating a comprehensive system to support technological transformation. The proposed model for assessing technological readiness can be used to monitor the effectiveness of the implementation of digital solutions.
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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.