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, 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, 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