Ерекше білім беру қажеттіліктерін бағалауда жалпы білім беру бағдарламасын бейімдеудің ерекшеліктері

Abstract

This article presents a study aimed at identifying the specific features and challenges teachers face when adapting educational programs for students with special educational needs. To achieve the research objective, a survey was conducted among teachers from both urban and rural schools across all regions of Kazakhstan. A total of 16,355 general education school  teachers participated in the online survey, which was conducted via the Google Forms platform. The highest number of responses came from the Turkistan region (2,086 respondents). The study found that the highest level of preparedness for working with students with SEN (63.4%) was observed among novice teachers with less than one year of experience. Among the types of support needed for program adaptation, 32% of teachers highlighted the importance of professional development courses. In the discussion and results section, the findings were compared with those of other studies conducted in Kazakhstan. The study concluded by identifying key challenges teachers face in adapting educational programs, including difficulties in addressing individual student needs, aligning learning objectives with the abilities of students with SEN, performing diagnostics, and assessing academic progress.