Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1
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- 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, STEM-based teaching strategies for children with autism spectrum disorder(Modestum Limited, 2026-06-10) - 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.