Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, EFFECTIVE DISTANCE LEARNING TOOLS FOR TEACHING COMPUTER SCIENCE IN INCLUSIVE EDUCATION"Currently, the country is paying more and more attention to the problem of informatization of Education, which it considers one of the most important strategic problems of the development of civilization. Therefore, at the present stage of reform and modernization of the domestic education system, information technologies are introduced as an effective teaching tool. One of the paradigms of the development of modern education is inclusive education. Further research on the optimal application of ICT for instructing children with special educational needs remains essential for the efficient structuring of the educational process in inclusive education. The article examines the influence of ICT on inclusive education, addressing both conventional teaching methods for children with special educational needs, including those with autism spectrum disorders, and distance learning, along with the most effective software tools employed therein. The study shows an effective form, considering optimal software products for use in traditional and distance learning formats for children with special education needs in computer science, in which digital resources and information technologies are continuously used, with special attention to inclusivity. Keywords: inclusive education, children with ASD, distance learning, computer science, distance learning tools." - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Science learning for children with autism spectrum disorder: Systematic review(Modestum Limited, 2025-08-30); ; ; This study aims to systematically review science education research for students with autism spectrum disorder (ASD). Within the scope of the research, studies published between 2015 and 2024 were reviewed. Scopus, ERIC, and Web of Science databases were used for the review. The thorough investigation comprised fifteen studies. Most of the papers examined made advantage of single-subject research designs (56.25%). 31.25% of the studies took place in special education environments most of which. Out of all the sciences, life sciences (43.2%) was the most often researched field. Instructional durations were generally short (62.5% were 20 minutes or less) and frequent repetitions were made. Complete success was achieved in 66.7% of the interventions implemented. Technology-supported interventions and systematic teaching approaches were found to be particularly effective. Effect size analyses showed that most of the interventions were highly effective. Limitations of the studies include the use of lack of follow-up studies. Comparative studies in different cultures and larger samples are recommended for future research. Individualized, systematic and technology-supported interventions are important for students with ASD to be successful in science education.Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Distance and Inclusive Teaching of School Computer Science: Instructional Practices and Learning Experiences(International Journal of Information and Education Technology, 2026-01-01); This study examines the effectiveness of teaching Computer Science (CS) skills to children with Autism Spectrum Disorder (ASD) through distance education within an inclusive education. Twelve students, aged 10–12 years, participated in a twenty-week online platform using Code.org. A single-case descriptive and explanatory approach was used. Data were collected through observation, teacher feedback, and analysis of student task performance. Quantitative results showed that 75% of participants demonstrated measurable improvement in task completion rates, and the average score on programming-related exercises increased by 21% between the first and final sessions. Qualitative findings revealed increased engagement, motivation, and independence in solving algorithmic tasks, although some challenges persisted in sustaining attention and managing sensory overload. The results indicate that children with ASD can successfully participate in CS learning through structured and visually supported distance education. The study adds to current discussions about inclusive digital pedagogy and offers practical guidance for educators designing adaptive online CS instruction for students with ASD. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Training children with autism in Computer Science through inclusive and distance learning: A descriptive and explanatory case studyIn inclusive education, information technology and traditional teaching methods significantly impact the development of child's intelligence, motor skills, and visual and motor analyzers. In this regard, the role of Computer Science (CS) in school is special. In this context, children with autism spectrum disorders (ASD) often benefit from simplified curricula and technological tools, such as distance learning tools, which have gained popularity after COVID-19. This study investigated the pedagogical strategies and outcomes of CS distance learning for children with ASD in inclusive education and determined its effectiveness. This descriptive and explanatory case study focuses on the practice of distance learning process (effectiveness, impact, barriers, problems, etc.). In the context of inclusive education, students with ASD in CS could perform computer tasks remotely along with normal children, and their academic activity increased. While studying remotely, they also encountered several difficulties, as a result of which they tried to solve the problems themselves. It was shown that children with ASD can be taught CS remotely and its advantages are demonstrated. The study indicates that teaching children with ASD to learn CS in inclusive education and distance learning settings is feasible and effective. The results suggest that children with ASD can make significant progress in their computational skills when provided with an environment that meets their learning needs, whether through flexible applications, individualized support, or virtual classroom structures. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, КОРРЕКЦИЯ ИЗБИРАТЕЛЬНОГО ПИЩЕВОГО ПОВЕДЕНИЯ У ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА С РАССТРОЙСТВОМ АУТИСТИЧЕСКОГО СПЕКТРА(European Organization for Nuclear Research, 2026-03-15); Избирательное пищевое поведение у детей дошкольного возраста с расстройством аутистического спектра представляет собой не частную бытовую трудность, а клинически и педагогически значимый феномен, затрагивающий нутритивный статус, сенсорную адаптацию, семейную динамику и повседневное функционирование ребенка. Целью исследования стало аналитическое обобщение современных данных о механизмах, диагностических ориентирах и направлениях коррекции пищевой избирательности у дошкольников с РАС. Показано, что пищевая избирательность у детей с РАС формируется на пересечении сенсорной гиперчувствительности, поведенческой ригидности, дефицитов орально-моторной организации, возможных гастроинтестинальных и соматических факторов, а также семейных способов подкрепления. Наиболее продуктивными направлениями коррекции выступают многофакторная диагностика, поэтапная сенсорная экспозиция, структурирование приема пищи, обучение родителей стратегиям поведенческой поддержки, расширение пищевого репертуара через пищевые цепочки и перенос навыка из кабинета в домашнюю среду. Практическая значимость состоит в том, что коррекционная работа должна строиться не вокруг абстрактного требования «накормить ребенка», а вокруг последовательного повышения переносимости текстур, снижения отказного поведения и расширения числа функционально принимаемых продуктов. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, STEM-based teaching strategies for children with autism spectrum disorder(Modestum Limited, 2026-06-10) - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Комплексные модели психолого-педагогического сопровождения детей с РАС: анализ международных исследований и практик(National Academy of Education named after Y. Altynsarin, 2026-06-30); Николай КожахметовАктуальность исследования обусловлена ростом числа детей с расстройствами аутистического спектра (РАС) и необходимостью совершенствования систем их психолого-педагогического сопровождения в условиях развития инклюзивного образования. Целью статьи является анализ современных международных моделей психолого-педагогического сопровождения детей с РАС, определение их ключевых характеристик, доказанной эффективности и перспектив адаптации в системе образования Республики Казахстан. За методологическую основу исследования были взяты анализ, систематизация и контент-анализ международных и отечественных научных публикаций, включающие систематические обзоры, метаанализы, эмпирические исследования и аналитические работы, посвященные сопровождению детей с РАС. В ходе исследования были выбраны и проанализированы 42 научных источника, отражающие современные подходы к организации сопровождения детей с РАС. Результаты анализа показали, что наиболее доказательной базой обладают модели раннего вмешательства ABA, EIBI, ESDM и NDBI, эффективность которых подтверждена улучшением коммуникативных, социальных, когнитивных и адаптивных навыков обучающихся. Было установлено, что международный опыт характеризуется переходом от изолированных коррекционных подходов к комплексным междисциплинарным моделям сопровождения, включающим образовательные, поведенческие, социально-коммуникативные и семейно-ориентированные компоненты. В качестве ключевых условий эффективности сопровождения определены раннее начало помощи, индивидуализация поддержки, междисциплинарное взаимодействие специалистов, участие семьи и создание адаптированной образовательной среды. Сделан вывод о целесообразности адаптации наиболее эффективных международных практик к условиям системы образования Казахстана посредством развития комплексной модели психолого-педагогического сопровождения детей с РАС, основанной на принципах доказательности, межведомственного взаимодействия и инклюзивного образования. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Physician awareness of autism as an indicator for early psychological and pedagogical support(2026-07-01); Г.А. БаймбетоваAutism is currently the fastest -growing neurodevelopmental disorder worldwide. In recent years, Kazakhstan has been actively developing and implementing programs for early diagnosis and correctional support for children with autism. Centers assisting children with autism have been established, and since 2022, autism screening has been introduced as part of the primary health care (PHC) system [1]. However, no studies have yet been conducted to assess the level of autism awareness among PHC physicians. Therefore, it is highly relevant to examine the awareness of PHC physicians in Almaty-the largest metropolis in Kazakhstan and a key center for providing psychological, medical, and pedagogical support to children with disabilities. It is of paramount importance that primary health care (PHC) physicians not only possess primary screening skills but also maintain a clear orientation within the regional infrastructure of psychological and pedagogical assistance. Timely risk identification represents only the initial stage; the efficacy of early intervention is directly contingent upon the physician's ability to promptly refer families to specialized educational organizations and correctional centers. In the context of Almaty, which hosts a high concentration of leading Psychological-Medical-Pedagogical Consultations (PMPC) and Rooms of Psychological-Pedagogical Correction (RPPC), physicians' understanding of patient referral pathways becomes a decisive factor. Insufficient awareness among medical professionals regarding available pedagogical resources creates barriers to interdisciplinary collaboration, thereby delaying the initiation of correctional work during the child's most sensitive developmental period. Consequently, assessing physicians' knowledge of the comprehensive support system's capabilities will allow for the optimization of the transition from medical diagnosis to psychological and pedagogical rehabilitation, ensuring the continuityand integrity of support for children with autism.Objective. To evaluate the professional awareness of primary health care physicians in Almaty regarding the etiology, diagnosis, and referral pathways for children with autism, and to identify barriers hindering the timely initiation of psycho-pedagogical support - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, МЕКТЕП ЖАСЫНА ДЕЙІНГІ АУТИСТІК СПЕКТРІ БҰЗЫЛЫСЫНЫҢКОММУНИКАТИВТІК ДАҒДЫЛАРЫН ПСИХОЛОГИЯЛЫҚ ЗЕРТТЕУ(2026-07-01); Бұл мақала мектеп жасына дейінгі аутистік спектр бұзылысы (АСБ) бар балалардың коммуникативтік дағдыларының психологиялық ерекшеліктерін зерттеуге арналған. Қазіргі уақытта аутизмнің таралуы артып отырғандықтан, ерте жастағы әлеуметтік және тілдік даму мәселелерін ғылыми тұрғыдан талдау өзекті болып отыр. Коммуникация бұзылыстары АСБ-ның жетекші белгілерінің бірі болғандықтан, оларды кешенді зерттеу ерте диагностика мен тиімді психологиялық қолдауды ұйымдастыруға мүмкіндік береді. Зерттеу барысында мектеп жасына дейінгі балалардың вербалды және вербалды емес коммуникациясы, әлеуметтік бастама көрсету ерекшеліктері және эмоциялық жауап беру деңгейі қарастырылды. Сонымен қатар, ата-анамен өзара әрекет сипаты мен баланың әлеуметтік белсенділігі талданды. Зерттеу нәтижелері АСБ бар балаларда сөздік қордың шектеулілігі, диалогқа өздігінен түсу қиындығы, көзбен байланыс пен ым-ишараның әлсіздігі, сондай-ақ әлеуметтік бастаманың төмендігі байқалатынын көрсетті. Қорытындылай келе, мектеп жасына дейінгі АСБ бар балалардың коммуникативтік дамуы кешенді сипаттағы психологиялық қолдауды қажет етеді. Ерте диагностика мен жүйелі сүйемелдеу баланың әлеуметтік бейімделуіне және болашақтағы білім алу үдерісіне оң әсер етеді. Зерттеу нәтижелері инклюзивті білім беру жағдайында ерте коррекциялық жұмыстарды ұйымдастыруға ғылыми негіз бола алады. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Development of emotional self-regulation skills in primary school-aged children with autism spectrum disorder using ABA-therapyThe article comprehensively examines the problem of developing emotional self-regulation skills in primary school children with autism spectrum disorder (ASD) from a theoretical perspective. A systematic analysis of contemporary scientific literature indicates that insufficient development of the ability to recognize, understand, and regulate emotions in this group of children has a direct impact on behavioral stability, engagement in learning activities, and the level of social adaptation. Within the framework of the study, the relationship between emotional self-regulation and the functional nature of behavior is analyzed, and the functions of behavior (attention-seeking, escape from demands, access to desired outcomes, and sensory satisfaction) are systematically described. In addition, the theoretical foundations of Applied Behavior Analysis (ABA therapy) are examined, highlighting its structured, step-by-step, and function-oriented approach. The conducted theoretical analysis demonstrates that the ABA approach, based on the principles of positive reinforcement, systematic repetition, and functional behavior analysis, contributes to the development of emotional stability in children, enhances self-control skills, and improves social interaction. Furthermore, this approach enables the organization of effective pedagogical support tailored to the child within the educational process. Therefore, ABA therapy is considered an effective and scientifically grounded method for developing emotional self-regulation skills in children with ASD.