Published February 20, 2026
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THEORETICAL AND METHODOLOGICAL ASPECTS OF INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
Description
The article explores the fundamental theoretical and methodological approaches to the implementation of inclusive education for children with special educational needs (SEN). The author conducts a comparative analysis of the medical and social models of disability, emphasizing the necessity of transforming the educational environment. The key principles of inclusion enshrined in international acts and the mechanisms of their adaptation within the national education system are reviewed. Particular attention is paid to the methodology of Universal Design for Learning (UDL) and the psychological support of participants in the educational process.
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References
- 1. Baitursynova A. A. Organizational and pedagogical conditions for the inclusion of children with disabilities in the educational process of secondary schools: dis. candidate of pedagogical sciences: 13.00.03. Almaty, 2010. 2. Bityanova M. V. monitoring / / School psychologist.-2011. -№4. 3. Inclusive education. Issue 4.Methodological recommendations on the organization of an inclusive educational process in kindergarten. Moscow: Center "School Book", 2010. 4. Resolution of the Government of the Republic of Kazakhstan "On approval of Standard rules for the activities of organizations of appropriate types, including standard rules for the organization of education that implement additional educational programs for children" dated 05/17/2013 No. 499. 5. Suleimenova R. A. The system of early correctional care for children with disabilities in Kazakhstan: problems of creation and development, Almaty.2022