Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Developing the social activities of primary school students with hearing impairment using technologies(SciencePark Science, Organization and Counseling LTD, 2022-01-31); ; Saduakhassova AigulIt is known that the use of technology to support individualization and motivation in education programs for hearing-impaired individuals has positive results. This research aims to reveal the views of teachers, students, and parents to develop the social activities of hearing-impaired students by supporting them with technology. This research was conducted with the phenomenology pattern, one of the qualitative research designs. Data were collected through semi-structured interview forms prepared separately for teachers, students, and parents. The participants of the study consisted of 20 primary school teachers, 20 hearing-impaired primary school students, and 20 parents of hearing-impaired students, who were working in various primary schools in Kazakhstan in the 2022-2023 academic year. As a result of the research, the majority of the participants believed the communication problems mostly faced by students with hearing impairment outweighed the psychological and school problems. The majority of the participants stated that the students were willing to participate in social activities if they were supported. Keywords: Hearing impaired students; social activity; technologyЦитирования (OpenAlex) 9Цитирования (OpenCitations) 9 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Speech therapy technologies to overcome dyslexia in primary school students(Science Park Research Organization and Counselling LTD, 2022-07-29); ; Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, INCLUSIVE ENGLISH LANGUAGE TEACHING IN KAZAKHSTAN: PEDAGOGICAL AWARENESS, PRACTICES, AND CHALLENGES(2026-03-01); A.S. SmagulovaIn the context of the modernization of education in Kazakhstan, special attention is paid to the development of an inclusive approach that ensures equal access to education for all categories of students, including children with special educational needs (SEN). Teaching English in an inclusive environment is a significant pedagogical task, as it requires taking into account the various cognitive, communicative and behavioral characteristics of students. The purpose of this study is to identify the main difficulties that English teachers face when working with children with SEN and to summarize effective pedagogical practices used in inclusion. The work utilized the methods of survey and analysis of regulatory documents. The study involved 34 teachers from comprehensive schools in three large cities of Kazakhstan: Astana, Almaty, and Shymkent. The results showed that despite the high declared awareness of the principles of inclusion, only a third of teachers use adapted methods in practice. The main barriers include a lack of methodological materials, a lack of special training, and limited support from the administration and specialists. Despite this, there are some cases of successful implementation of visual-sensory support, individualization of tasks, and the use of elements of assistive technologies. The presented data allow us to conclude that it is necessary to develop a comprehensive methodology for teaching English, taking into account the specifics of an inclusive environment and improving the qualifications of teachers in this area. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Technologies for the Integration of Children with Special Educational Needs into the Developing Environment of Preschool Organizations(2026-05-01); ; DARKHAN NAURUZBAYEVIn 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.