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Item Open Access DEVELOPING PEDAGOGICAL STRATEGIES FOR INCLUSIVE EDUCATION IN TEACHING ENGLISH LANGUAGE(СДУ хабаршысы - 2018, 2018) A.T. Tupelekova; Z.ZH. Kostaubayeva; K.K. NurgaliAbstract. This article contains an overview of teaching strategies for inclusive education in teaching English language. It examines how different pedagogical aspects affect teaching English to inclusive students or students with special educational needs. Furthermore, the paper elaborates how the findings of the study might be implemented in teaching practice. Such research is important to promote knowledge about teaching and learning, and to understand how combinations of teaching strategies might be used in different contexts and for different purposes. Effective use of teaching strategies for inclusive education provides an opportunity to guarantee equal rights for education for all students regardless of the presence of disability.Item Open Access BREAKING BARRIERS: INTEGRATING INCLUSIVE PRACTICES IN CHEMISTRY EDUCATION(Faculty of Education & Humanities, 2024) Tuulbekkyz M.; Satilmis H.Y.This article examines the issues of inclusive pedagogy in the field of chemistry. It analyzes the barriers faced by students with disabilities in the process of learning chemistry and proposes methods for integrating inclusive practices into the educational process. The paper discusses the importance of creating an accessible and supportive environment for all students and considers practical examples of successful implementation of inclusive approaches in teaching chemistry.Item Open Access Researching the user experience of students with special educational needs using virtual chemistry laboratories(SDU University, 2025) Assel Absattarova; Halit Yilmaz Satilmis; Danara Raikhanova; Gulmira BekenovaStudents with special educational needs often face significant barriers in chemistry lessons, especially in traditional chemical laboratory settings. Currently, this work is relevant because it is aimed at identifying key barriers preventing their participation in chemistry lessons, as well as studying the perception of a virtual laboratory by students with special educational needs. The aim of the work was to investigate what obstacles students with disabilities face in traditional chemistry lessons and how their experience changes when using a virtual laboratory. Open interviews with seven students with disabilities were processed using the method of thematic analysis. The analysis revealed four main barriers in the traditional learning format: 1) accelerated pace of material submission, 2) lack of practical interaction, 3) physical limitations, 4) emotional and emotional limitations. The virtual laboratory has overcome these obstacles by providing security, individual pace of work, multimodal visualization, and an enhanced sense of meaningful participation. The participants noted an increase in self-confidence, a decrease in anxiety in the classroom and an increase in motivation for the subject. The results confirm the potential of virtual environments as an inclusive tool that promotes equal participation of all students in a unified educational process.Item Open Access An Inclusive Analysis of Mathematics Achievement and Attitudes in Diverse Educational Environments(SDU University, 2025) Yuzeyeva Z.This dissertation presents an inclusive analysis of mathematics education by examining the development of inclusive competence in future mathematics teachers within diverse educational environments in the Republic of Kazakhstan. Rooted in national and international frameworks on inclusive education, the research explores how cultural, linguistic, psychological, and regional factors affect teacher preparedness and attitudes toward working with learners with special educational needs (SEN). The study focuses on Almaty and rural areas as case settings, analyzing how educational equity and inclusivity are addressed in mathematics classrooms. A structural-logical model was developed to support the formation of inclusive competence through a task-based, personalized, and culturally responsive methodology. The model integrates motivational, cognitive, practical, and reflective components, preparing future teachers to adapt mathematics instruction for learners with a wide range of abilities and backgrounds. A three-stage pedagogical experiment involving 180 pre-service mathematics teachers and 28 in-service educators were conducted. Quantitative and qualitative data were collected to assess initial readiness, track development of inclusive attitudes, and evaluate the effectiveness of proposed instructional strategies. Results revealed significant improvements in teachers’ motivation, adaptability, and use of inclusive methods following implementation of the model. The findings highlight the importance of localized, inclusive teacher education that reflects Kazakhstan’s evolving educational landscape. This work contributes to the broader discourse on equitable mathematics education and supports ongoing efforts to create accessible and high-quality learning environments for all learners.