Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, КОРРЕКЦИОННАЯ ПОМОЩЬ СЕМЬЯМ ДЕТЕЙ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ РАННЕГО ВОЗРАСТА(2021-03-21)This article discusses the importance of early remedial and developmental care, work carried out with children with disabilities. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ОСОБЕННОСТИ ПОТРЕБНОСТЕЙ ДЕТЕЙ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ В ИНКЛЮЗИВНОМ ОБРАЗОВАНИИ(2021-03-21)The article examines the peculiarities of the educational needs of children with disabilities, and to what extent parents of children with disabilities are oriented towards meeting the needs for inclusive education and related services and educational conditions. All participants in the experiment see only the advantages of training in a special school. Firstly, they note that the program, the pace and the mode of instruction correspond to their capabilities. Secondly, children are satisfied with the availability of special technical aids and adaptations in the school. Thirdly, children believe that they are sufficiently prepared to receive life and household skills, prepare for a future profession. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Revealing the Competence of Multiprofessional Team Building among Students and Its Impact on the Effectiveness of Team Interaction(National Research Mordova State University; MRSU, 2022-03-25)Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The Development of Moral Values of School Children with Visual Impairments Folk Music(State University of Semarang, 2023-12-30); ; ; The relevance of the presented paper is conditioned upon the fact that today, the subject of the development of moral values in children with visual impairment through musical motifs of folklore is a very understudied issue. However, based on the statistics of the World Health Organisation for 2021, about 2.2 billion people worldwide have visual impairments. The purpose of this paper is to study the features of the psychological and pedagogical characteristics of children with visual impairments, their moral development, and the development of ways of spiritual and moral education through folk music. To achieve this purpose, the following methods were used: analysis, synthesis, comparison, induction, statistical analysis, and deduction. In particular, the method of statistical analysis of sources of American, Kazakh, and Russian researchers within the boundaries of the subject was used. The practical basis was the statistical data of the WHO company for 2021. The result of the study was a complete analysis of the statistics of children with visual impairment in the territory of the Republic of Kazakhstan. The study’s main conclusion is that modern methods of teaching children with visual impairment are based on the musical accompaniment of educational activities since the musical form allows the development of moral values. Visually impaired students are characterised by insufficient development of the visual-imaginative level of mental activity, which determines the uniqueness of specific conceptual thinking due to visual perception disorders and limited visual experience. The alienation of a child with visual impairments from others entails secrecy and lack of communication, which can be expressed in a large volume of complexes in the future. The applied value of this paper lies in the development of recommendations for improving the system of pedagogical education of children with visual impairment through folklore-applied developmental classes.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Psychological and pedagogical support for the successful education and development of children with special educational needs(National Academy of Education named after Y. Altynsarin, 2024-12-31); K. TebenovaThis article addresses the challenges associated with ensuring the successful education and development of school-aged children with special educational needs. In today’s educational landscape, it is critical to create inclusive environments that cater to the diverse needs of these children, regardless of their individual characteristics. Providing equitable and accessible education is the fundamental responsibility of the state, prioritizing the well-being and rights of all citizens. However, achieving this goal relies heavily on the specialized efforts of teachers. By leveraging their expertise, educators play a vital role in ensuring fair treatment and equal learning opportunities for students with varying abilities. To meet these objectives, the study utilized methods of theoretical analysis and empirical research. The primary method involved conducting surveys among teachers and parents, based on a structured questionnaire developed by the authors. The findings highlight the importance of engaging parents or legal guardians, alongside psychologists, in the educational process through active and collaborative interactions. This approach enhances the psychological and pedagogical competencies of teachers working with special educational needs, thereby improving the overall quality of inclusive education. Both positive and negative patterns in the participants’ interactions with a psychologist in educational relations were found by analyzing the survey results. The structure and substance of the psychologist’s work with schoolchildren who have special educational needs, as well as their interactions with teachers, parents, and legal agents, all reflect the peculiarities of their inclusive practice. To achieve this goal, methods of theoretical analysis and empirical data processing were used. The main method was a survey of teachers and parents using a questionnaire developed by the authors. The analysis made it possible to show the need to involve parents (legal representatives) and the teacher of a psychologist in the correctional and educational process by using active forms of interaction with them in order to increase their psychological and pedagogical competence. This, in turn, indicates the need to expand the forms of work with teachers and with parents (legal representatives) of children with special educational needs to teach successfully and develop them accessible methods and techniques for correcting the psyche of schoolchildren.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, 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); ; - 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, ЗИЯТ БҰЗЫЛЫСЫ БАР БАЛАЛАРДЫҢ СЕНСОРЛЫҚ-ПЕРЦЕПТИВТІ ҚАБІЛЕТТЕРІН ДАМЫТУДАҒЫ ОЙЫН ЖАТТЫҒУЛАРЫНЫҢ ТИІМДІЛІГІН БАҒАЛАУ: АРНАЙЫ ПЕДАГОГТЫҢ РӨЛІ(European Organization for Nuclear Research, 2026-03-15); Зият бұзылысы бар балалардың сенсорлық-перцептивті дамуы оқу әрекетінің, тұрмыстық дербестіктің, заттық-тәжірибелік іс-әрекеттің және әлеуметтік бейімделудің іргелі алғышарты болып саналады. Осы мәселе ерекше маңызға ие, өйткені мұндай балаларда көру-қимыл үйлесімі, тактильді ажырату, кеңістіктік бағдарлау, дене сұлбасын сезіну, есту арқылы саралау және сенсорлық ақпаратты реттеу жиі әлсірейді. Мақалада арнайы педагогтың кәсіби рөлі сенсорлық-перцептивті қабілеттерді дамытуға бағытталған ойын жаттығуларының тиімділігін бағалау логикасымен байланыста қарастырылды. Жарияланған халықаралық және аймақтық ғылыми еңбектер, әдістемелік және дәлелдік сипаттағы материалдар, сондай-ақ инклюзивті және арнайы білім беру кеңістігін сипаттайтын деректер негізінде ойын жаттығуларының ықпал ету механизмдері, оларды таңдаудың шарттары, нәтижені педагогикалық интерпретациялау жолдары және практикаға енгізу қағидалары талданды. Нәтижесінде ойынның тек көңіл көтеру формасы емес, сенсорлық саралауды, қимылдық жоспарлауды, өзін-өзі реттеуді және оқу тапсырмасына қосылуды бір мезгілде қозғайтын коррекциялық-педагогикалық құрал екені айқындалды. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Дене шынықтыру сабағында мүмкіндігі шектеулі балаларды оқытуда co-teaching әдісінің психологиялық тиімділігі(2026-07-01); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ИНКЛЮЗИВНОЕ ДОШКОЛЬНОЕ ОБРАЗОВАНИЕ В КАЗАХСТАНЕ: ПРАКТИКИ ИГРОВОЙ АДАПТАЦИИ ДЕТЕЙ ПО ДАННЫМ ИНТЕРВЬЮ С ПЕДАГОГАМИ(2026-08-30); 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.