Organizational and pedagogical foundations of the interaction of educational organizations at all levels: a factor of continuity and consistency in psychological and pedagogical support

Abstract

This article delves into the vital aspect of implementing psychological and pedagogical support for students across educational organizations of varying levels. Drawing upon the outcomes of domestic research conducted by the authors, the article highlights the inadequate efficacy of psychological and pedagogical support services for students. It also sheds light on the challenges faced by most secondary school teachers in catering to children with special educational needs. To comprehensively assess the state of psychological and pedagogical support for pupils and students across preschool, secondary, technical and vocational, and post-secondary education, a research group conducted an extensive scientific study. The analysis, employing the triangulation method with qualitative and quantitative data, drew from international and domestic experiences, as well as the existing regulatory framework in Kazakhstan concerning psychological and pedagogical support. The study uncovered several problematic issues hindering the successful implementation of psychological and pedagogical support for students. The primary challenges identified by the research group included the prevalence of the medical model of special educational needs over the socio-pedagogical model in the mindset of educators. Additional challenges encompassed an unsystematic approach to psychological and pedagogical support and insufficient internal and external collaboration among educational organizations at all levels, affecting the provision of comprehensive support across all educational tiers. Based on the research findings, the research group concluded the necessity of adopting a systematic approach in providing continuous and comprehensive psychological and pedagogical support for student’s at all educational levels. The article proposes various strategies to implement continuous comprehensive support and outlines organizational and pedagogical conditions that serve as the scientific and methodological basis for developing models of comprehensive psychological and pedagogical support for inclusive educational processes, grounded in continuity and consistency.