Инклюзивті білім беру жағдайында ерекше білім беру қажеттіліктері бар балаларды психологиялық сүйемелдеу

Abstract

This comprehensive study focuses on identifying factors contributing to successful psychological support in inclusive classrooms in Kazakhstan. Employing a combination of quantitative and qualitative methods, the article assesses teacher satisfaction, the effectiveness of support systems, and the necessity for additional resources. The study includes interviews and observations, elucidating the roles of collaboration, individualization, and resource availability. The conclusions drawn are substantiated by quotes from teachers, psychologists, and parents. Furthermore, the discussion of results aligns with the works of leading scientists in the inclusive education field. Practical recommendations, derived from identified factors, are proposed to enhance the psychological support system. These include the development of individualized plans, augmentation of professional support accessibility, and the enhancement of communication skills. This article presents significant scientific and practical contributions to inclusive education, augmenting the comprehension of successful psychosocial support strategies and laying the groundwork for future research in this domain.

The conclusions drawn are substantiated by quotes from teachers, psychologists, and parents. Furthermore, the discussion of results aligns with the works of leading scientists in the inclusive education field. Practical recommendations, derived from identified factors, are proposed to enhance the psychological support system. These include the development of individualized plans, augmentation of professional support accessibility, and the enhancement of communication skills.

This article presents significant scientific and practical contributions to inclusive education, augmenting the comprehension of successful psychosocial support strategies and laying the groundwork for future research in this domain.