Жарияланымдар / Публикации

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Автор: search.filters.author.Kerimbayeva Rysty Kaldyhanovna

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    Development of the evaluative activities of teachers in the conditions of updated education
    (SciencePark Science, Organization and Counseling LTD, 2022-04-30)
    Massimova Khurshidam Tashbolatovna
    ;
    Z.D. Utepbergenova
    ;
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Aizhanova Gulnara Koyshibaevna
    ;
    Ulmeken Zhamirova
    The aim of this research is to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. The study data were collected with semi-structured interview forms applied to primary, secondary and high school teachers. The participants of the study consisted of 20 primary school teachers, 20 secondary school teachers and 20 high school teachers who were working in various schools in Kazakhstan in the 2021–2022 academic year and agreed to participate voluntarily in the research. As a result of the research, among the answers given to the question about the advantages of online education – financial advantages, time advantages and transportation advantages – the majority of the participants answered the question as financial advantages. Among the answers given to the question about the disadvantages of online education – adaptation problems, problems in social relationships and connection problems – the majority of the participants answered the question as connection problems. Among the answers given to the question about the advantages of evaluation activities in online education – speed–time advantages, storage advantages and alternative methods’ advantages – the majority of the participants answered the question speed–time advantages. Among the answers given to the question about the disadvantages of assessment activities in online education – connection problems, cheating and distractions – most of the participants answered cheating. Among the answers given to the question regarding the development of assessment activities in online education – improving technology, establishing a counselling unit and preventing copying – majority of the participants answered the question as improving technology. Keywords: online education training, assessment, development of assessment
    Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2
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    Preparation of preschool education specialists for innovative activities in preschool organizations
    (Science Park Research Organization and Counselling LTD, 2022-05-31)
    Saira Zhiyenbayeva
    ;
    Zhumabekova Fatima Niyazbekovna
    ;
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Salimbayeva Sholpan
    ;
    Taiteliyeva Laura
    The purpose of this research; To get the opinions of preschool teachers in order to prepare preschool teachers for innovative activities in preschool organizations. In this study, in-depth interview technique, one of the qualitative research techniques, was used. The study group of the research consists of 33 volunteers working as pre-school teachers in various educational institutions in the city of Shymkent, Kazakhstan. Research data were collected through a form consisting of semi-structured interview questions prepared by the researchers. As a result of the research; It is seen that the majority of teachers define innovation as a compulsory need, renewal of oneself and an indicator of development. The majority of preschool teachers participating in the research describe themselves as moderately innovative. In parallel with this, teachers stated that they take part in innovative activities in preschool organizations. Teachers' suggestions for the development of innovative approaches are to be open to new ideas, to follow and try new methods and practices, to use technology in the educational environment, to gain creative thinking skills and to try new ways in problem solving. In addition, teachers stated that institutions and the ministry should aim to develop teachers' innovative attitudes through various practices. These results reveal that institutions, the ministry and the state have duties in order to develop teachers' innovative attitudes and to enable them to take a more active role in innovative activities in preschool organizations. Keywords; Innovation, innovative activities, preschool organizations, preschool teachers
    Цитирования (OpenAlex) 5Цитирования (OpenCitations) 4
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    ПРОБЛЕМЫ ПСИХОЛОГИЧЕСКОГО СОПРОВОЖДЕНИЯ РОДИТЕЛЕЙ ДЕТЕЙ С ОСОБЫМИ ОБРАЗОВАТЕЛЬНЫМИ ПОТРЕБНОСТЯМИ В УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ
    (2025-05-01)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    А. Д. Сыздыкбаева
    ;
    M.P. Ospanbayeva
    ;
    Г.Е. Санай
    ;
    Ю.Б. Иминова
    Статья раскрывает проблему психологического сопровождения родителей детей с особыми образовательными потребностями (ООП) в условиях развития инклюзивного образования в Казахстане. При наличии нормативно-правового закрепления принципов инклюзии на государственном уровне наблюдается дефицит систематизированных и доступных форм психологической помощи для семей. Отсутствие надлежащей психолого-педагогической поддержки обусловливает возникновение синдрома эмоционального выгорания родителей, дестабилизацию внутрисемейного взаимодействия и снижение качества детско-родительских отношений, подрывая эффективность инклюзивной образовательной среды. Методология исследования основана на смешанном квалитативно-количественном дизайне на основе анкеты. В результате анкетирования выборки из 37 родителей детей дошкольного возраста с различными категориями ООП выявлены наиболее значимые психологические трудности: сложности принятия особенностей развития ребенка (51,6%), эмоциональное истощение и хроническая усталость (43,5%), конфликты во взаимодействии с образовательными и медицинскими учреждениями (30,6%), социальная изоляция и стигматизация семей (29%). Результаты демонстрируют необходимость разработки комплексной системы психологического сопровождения, включающей кризисные интервенции, индивидуальное консультирование и дистанционные технологии взаимодействия.
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    АНАЛИЗ ПЕДАГОГИЧЕСКИХ ТРУДНОСТЕЙ АДАПТАЦИИ ДЕТЕЙ С ОСОБЫМИ ОБРАЗОВАТЕЛЬНЫМИ ПОТРЕБНОСТЯМИ К ДОШКОЛЬНОЙ ОРГАНИЗАЦИИ
    (Kazakh National Pedagogical University, 2025-10-01)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    А. Д. Сыздыкбаева
    ;
    Ю.Б. Иминова
    В статье рассматриваются педагогические трудности адаптации детей с особыми образовательными потреб-ностями к дошкольной организации. Актуальность исследования определяется возрастающей численностью детей данной категории в детских садах и существующими противоречиями между потребностями инклюзивной практики и готовностью дошкольных организаций к их удовлетворению. Целью исследования является выявлениеи анализ педагогических трудностей адаптации детей с особыми образовательными потребностями к условиям дошкольных организаций для последующей разработки научно обоснованных рекомендаций по оптимизации данного процесса. Эмпирическое исследование проведено с использованием качественной методологии на базе трех дошкольных организаций города Тараз Жамбылской области с привлечением 6 воспитателей и 15 родителей детей целевой группы. Сбор данных осуществлялся методом полуструктурированного интервьюирования с последующим анали-зом полученного материала. Результаты исследования демонстрируют многоаспектный характер адаптационных трудностей, проявляющихсяна эмоциональном, поведенческом, социальном и режимном уровнях функциони-рования детей. Выявлены недостаточность специальных компетенций у педагогов, неблагоприятные организацион-ные условия и дефицит методического сопровождения. Установлено наличие коммуникативных барьеров между участниками воспитательно-образовательного процесса, обусловленных различиями в восприятии и интерпретации адаптационных явлений. Научная значимость работы заключается в расширении теоретических представлений о специфике адаптационного процесса детей с особыми образовательными потребностями в дошкольной организации. Практическая ценность исследования определяется возможностью использования полученных результатов для оптимизации инклюзивной образовательной практики, совершенствования системы профессиональной подготовки педагогов и развития эффективных механизмов взаимодействия между дошкольными организациями и семьями воспитанников.
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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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    ЕРЕКШЕ БІЛІМ БЕРУ ҚАЖЕТТІЛІКТЕРІ БАР БАЛАЛАРДЫҢ АТА-АНАЛАРЫН ИНКЛЮЗИВТІ БІЛІМ БЕРУ ЖАҒДАЙЫНДА ПСИХОЛОГИЯЛЫҚ СҮЙЕМЕЛДЕУ МӘСЕЛЕЛЕРІ
    (Kazakh National Pedagogical University, 2026-03-29)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Айгуль Сыздыкбаева
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    M.P. Ospanbayeva
    ;
    Gaukhar Sanay
    ;
    Ю.Б. Иминова
    This article addresses the problem of psychological support for parents of children with special educational needs (SEN) within the context of inclusive education development in Kazakhstan. Despite the normative-legal establishment of inclusive education principles at the state level, there remains a significant deficit of systematized and accessible forms of psychological assistance for families. The absence of adequate psycho-pedagogical support contributes to parental emotional burnout syndrome, destabilization of family relationships, and deterioration of parent-child interactions, thereby undermining the effectiveness of inclusive educational environments. The research methodology is based on a mixed qualitative-quantitative design utilizing questionnaires. The survey of 37 parents of preschool-age children with various categories of SEN identified the most significant psychological difficulties: challenges in accepting the child's developmental characteristics (51.6%), emotional exhaustion and chronic fatigue (43.5%), conflicts in interactions with educational and medical institutions (30.6%), social isolation and family stigmatization (29%). The results demonstrate the need to develop a comprehensive system of psychological support that includes crisis interventions, individual counseling, and distance-based interactive technologies.
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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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    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.