Жарияланымдар / Публикации

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2024 - 20252

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    Тип записи:Публикация,
    Development of diagnostic competencies of educational psychologist in professional training
    (Institute of Advanced Engineering and Science (IAES), 2024-07-13)
    Ryszhamal K. Aralbaeva
    ;
    Khapiza Naubaeva
    ;
    Nurlan Abishev
    ;
    Zhumagul Taszhurekova
    ;
    Zhadra Zhexembayeva
    In the era of globalization, enhancing the development of diagnostic competencies among educational psychologists in Kazakhstan is a crucial aspect of improving higher education quality. The purpose of the study is to substantiate and implement the methodology for the development of diagnostic competencies of future educational psychologists in higher educational institutions of Kazakhstan as a guarantee of their readiness to carry out professional activities. The methodological approach involves developing methods for fostering diagnostic competencies, employing empirical techniques such as comparison, systematization, classification, and generalization of theoretical data, conducting surveys, testing, and modeling training methods for future educational psychologists. An experimental study conducted on the premises of Zhetysu University named after I. Zhansugurov has developed methodological tools to increase the readiness of future educational psychologists for the development of diagnostic competencies in professional training, namely: the implementation of readiness components with selected methods for their formation. After conducting an experimental study, promising areas for improving the methodology of readiness of future educational psychologists for the development of diagnostic competencies in Kazakhstan were established.
    Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2
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    Addressing Gaps in Inclusive Education Through Innovative Approaches to Training Specialists in the Field of Psychological and Pedagogical Support for Children with Disabilities
    (2025-12-26)
    Aitolkyn Duzelbayeva
    ;
    Zulfiya Movkebayeva
    ;
    Yermagambet Aliya
    ;
    Хамитова Дана Сункарбековна
    ;
    Kabdyrova Ainur Askarbekovna
    This paper examines the critical gaps in inclusive education, with a particular focus on the training of specialists in the psychological and educational support of children with disabilities. Despite advances in inclusive practice, there remains a significant shortage of adequately trained professionals to meet the diverse needs of these children. Through a comprehensive review of current literature and innovative training methods, this study highlights the effectiveness of multidisciplinary approaches and the integration of technology in enhancing professional competencies. It also examines case studies from different educational settings to demonstrate practical applications. The findings suggest that a holistic and adaptive training framework, including theoretical knowledge, practical skills and emotional intelligence, is essential for effective inclusive education. The study concludes with recommendations for policy makers, educators and training institutions to address these gaps, emphasising the need for continuous professional development and a collaborative approach to support inclusive education for children with disabilities. The objective of this study is to identify key challenges and propose evidence-based strategies for improving the professional training of specialists in inclusive education. The methodology involves a systematic review of recent academic and policy sources, along with case analysis from diverse educational contexts to ensure a comprehensive understanding of current practices and outcomes.