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Somparative analysis of the system for assessing special educational needs : in foreign countries and Kazakhstan
183-194
Formation of Diagnostic Competencies of the Future Teacher-Psychologists in the Context of Inclusive Education
125-133
Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan
143-152
Improving the efficiency of educational technologies in a military higher education institution on the basis of the integrative potential of didactics
14-22
Possibilities preparation of future specialists in hue to the system of inclusive education at school
72-77
THE STATE AND PROSPECTS OF TRAINING SPECIAL TEACHERS IN MODERN CONDITIONS
ANALYSIS OF CURRENT ASSESSMENT PRACTICES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF KAZAKHSTAN
30-41
MODEL OF DEVELOPING STUDENTS’ STRESS RESILIENCE IN THE DIGITAL EDUCATIONAL ENVIRONMENT OF A UNIVERSITY
73-81
Psychological, pedagogical and organizational conditions of joint education of children with special educational needs (on the example of Akkol secondary school number 4)
223-230
On the issue of solving the problem of forming an inclusive culture among future teachers
146-152
RESEARCH COMPONENT IN THE EDUCATIONAL PROGRAMS OF THE DIRECTION OF PRESCHOOL EDUCATION AND TRAINING
13-21
The importance of forming the moral values of visually impaired children through folk music
253-264
Technologies for the Integration of Children with Special Educational Needs into the Developing Environment of Preschool Organizations
59-74
Public awareness of personality - basis for successful implementation of inclusive education in Kazakhstan
5-12
A FEATURES OF THE DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE SPECIAL TEACHERS: BOLAShAQ ARNAYY PEDAGOGTERDINg ZERTTEUShILIK QUZYRETIN DAMYTUDYNg EREKShELIGI
114-122
ARTIFICIAL INTELLIGENCE AS A DIAGNOSTIC TECHNOLOGY FOR DETECTING SPEECH DISORDERS IN CHILDREN WITH SPECIAL NEEDS
PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRESCHOOL TEACHERS IN THE SYSTEM OF INCLUSIVE EDUCATION
The Content and Pedagogical Potential of Project-Based Learning in the Training of Special Education Teachers
142-149