SOUTH KAZAKHSTAN STATE PEDAGOGICAL UNIVERSITY
FACULTY HISTORY AND PEDAGOGY
“APPROVED”
Dean of faculty history and pedagogy
C. of P. sciences____________Orazbaeva E.B.
«____» ________ 2021
Department of preschool education and defectology
EDUCATION WORK PROGRAM (SYLLABUS)
for the discipline SPTIO 3211- Special pedagogical technologies in inclusive education
Specialty:
Course: 3
Semester: 5
Lecture 30
Practical (seminar): 30
SIW (SIWT/SIW): 120
IWS : 45
Final Control: Exam
The form of study: full-time
Quantity of the credits: 6 Quantity of hours: 180
Information about teacher:
Akhmetova G.K. master of pedagogical sciences, senior lecturer
Е-mail: gaukhar2501@mail.ru
Department of preschool education and defectology
Address: Shymkent, A.Baitursynov st ,13, cab №321
Tel: 87781320808
Consultation: Monday (11-30 - 13-30); Friday (10-30 - 13-30)
Shymkent 2021
Ф 7.03-03
The curriculum of the discipline (syllabus) was prepared on the basis of the transitional
curriculum and the Educational program 6B01001 "Special Pedagogy (Speech Therapist)",
approved at the meeting of the Academic Council of the University on 24.05.2019, protocol No.
7.
Compiled by G.K.Akhmetova
Education work program (Syllabus) of the discipline was discussed and recommended for
approval at the Department of preschool education and defectology.
Protocol №11, 11.06.2021
Head of the department ________ Docent, C. Ph. sciences Masalieva Z.A
Responsible for the EMW of the faculty _____ B.Zh. Abuova
Ф 7.03-03
1. Foreword
Discipline purposes:
Discipline objectives:
Expected learning
outcomes
To acquaint students with the basic provisions of the organization and
management of inclusive processes in education; models of inclusion and
support of children with disabilities in the general educational process and, in
general, to prepare future teachers to work with students in an inclusive
education.
1. To form a holistic view of the system of inclusive education as an integral
part of general and special education.
2. To acquaint students with the peculiarities of children with S and the
system of educational services provided to the student in the process of
inclusive education.
3. Teach to model the educational process and implement it in the practice of
teaching in the mode of inclusive education.
4. To form certain personal qualities that provide a stable motivation for this
activity.
LO1-apply psychological and pedagogical knowledge in the diagnosis and
psychological correction of children with developmental disabilities.
LO2-to select means and methods of psychological correction and
rehabilitation of children with special educational needs
LO3-to design requirements for the personal and professional competence of
a speech therapist
LO4-to evaluate acmeological technologies for the development of the
teacher's professionalism.
LO5-to generalize in practice the methods of teaching and educating children
with special educational needs;
LO6-to diagnose traditional and innovative technologies, technical,
compensatory, auxiliary means of training and communication of persons
with special educational needs
Teaching methods and ICT, teamwork, role-playing, problem-based learning, advanced independent
work
technologies
Prerequisites of
discipline
Postrequisites of
discipline:
Basics of acmeology
Teaching practice
Abbreviations
EP-educational program
SIW(SIWT/SIW) - tasks for independent work of students
CC - current control
IC-intermediate control
TC-total control
DER-digital educational resources
RLA - a regulatory legal act
MG-methodological guidelines
PL-practical lesson
ICT-information and communication technologies
NSPC DSIE – National Scientific and Practical Center for the Development of Special and
Inclusive Education
SEN – Special educational needs
NAE-National Academy of Education
Ф 7.03-03
1. Content of the program
Discipline content
№
Type of
lesson
Week 1: Introduction
1
Lecture 1 Basic concepts and principles of inclusive education
2 Regulatory and legal support of inclusive education
Quan-y
of hours
Literature
2
Pr.lesson The main sources and concepts of the discipline
2
SIW and Incoming control
2
tasks
Week 2. Organization of psychological and pedagogical support for children with special
educational needs in inclusive education
2
Lecture Special educational needs. Identification of special educational
2
needs. Groups of children with special educational needs.
Characteristics of special educational needs.
Pr.lesson Preparing a teacher to work in an inclusive education environment
2
SIW and Abstract (slide presentation). The need for teamwork accompanied
2
tasks
by students with SEN.
Week 3: Theoretical and practical issues of the organization of inclusive general education
3
Lecture Theoretical foundations of psychological and pedagogical support for
2
See MR PL
See MR
SIW
10-15
See MR PL
See MR
SIW
2-6,9
children with SEN. Psychological support of the educational process.
The Psychological, Medical and Pedagogical Commission (PMPC) and
its role in ensuring the inclusion of a child with disabilities in the
educational process. Stages of individual support in a secondary school.
Organizational aspects of psychological and pedagogical support in a
secondary school. Psychological support of the processes of inclusion in
the general education.
Pr.lesson Methods and technologies in teaching children with SEN
SIW and Colloquium
tasks
Week 4: Creating special conditions in a general education institution
4
Lecture General features of the development of children with disabilities.
2
2
See MR PL
See MR
SIW
2
9, 19
2
See MR PL
See MR
SIW
2
5,9, 19,
21,22
2
See MR PL
2
See MR
SIW
Features of teaching children with disabilities of various nosological
groups: Features of teaching children with hearing disorders. Features of
teaching children with visual impairments. Features of teaching children
with disorders of the musculoskeletal system. Features of teaching
children with chronic somatic diseases.
Pr.lesson Characteristics of special educational needs.
SIW and Individual task (slide presentation). The concept of SEN, groups of
tasks
children with SEN in Kazakhstan and foreign pedagogy.
Week 5: Inclusive educational environment
5
Lecture Special educational conditions and special educational needs: concept,
structure, general characteristics, interrelation. Special educational
conditions: ensuring physical accessibility, technical and material
equipment, personnel support, software and methodological support,
adapted educational programs. Packages of special educational
conditions for children with disorders of the musculoskeletal system,
with visual, hearing and emotional-volitional disorders.
Pr.lesson
Inclusion of children with speech disorders in the general
education process.
SIW and Abstract (slide presentation). Models of inclusion of children with
tasks
SEN in the educational process.
Week 6: Modern educational technologies as an interactive need
Ф 7.03-03
6
Lecture
Pedagogical technologies of inclusive education. Innovative
technologies in inclusive education. Educational technologies for
inclusiveness
2
5,9, 19, 22
Pr.lesson
Inclusion of children with visual impairment in the general
education process.
Control work
2
See MR PL
2
See MR
SIW
2
18, 24
2
See MR PL
2
See MR
SIW
2
5, 9,10,1417,
21,22,23
2
See MR PL
2
See MR
SIW
2
9,20
SIW and
tasks
Week 7: Assistive Technologies
7
Lecture A variety of assistive tools and services. Assistive technologies for
functional purposes, depending on the category of violations in
potential users: 1) technologies for people with disabilities,
including: assistive means for people with hearing disorders ;
assistive means for people with visual impairments; assistive
means for people with speech disorders (voice-forming means); 2)
technologies for people with physical disabilities in the
musculoskeletal system (motor disorders); 3) technologies for
people with cognitive disabilities (mental, mental, developmental
disorders); 4) technologies for people with general medical
restrictions. Assistive means and technologies (software,
electronic, mechanical, optical, etc.) and purposes.
Pr.lesson Inclusion of children with hearing impairments in the general
education process.
SIW and 1. Colloquium.
tasks
2. The project (slide presentation). Educational and
methodological complex (EMC) for students with SEN.
Week 8: Technologies for the development of children's social competencies
8
Lecture Formation of life skills, or social competencies (skills of
interaction, mutual assistance, productive activity, etc.).
Pr.lesson
Three types of technologies aimed at improving social
competence: direct training in social skills; formation of social
skills through imitation; organization of group activities (duty,
holidays), including gaming. Mutual (pair) training.
Methods of formation social and household skills in children with
SEN
Block
SIW and
tasks
Week 9: Interactive technologies in inclusive education
9
Lecture Interactive technologies: 1) non-simulation, i.e., used within the
framework of traditional forms of educational activity (methods of
the "round table", "project method" and the method of
"brainstorming"); 2) simulation (game and non-game), the use of
which is associated with the use of new forms of learning in the
educational process: role-playing games; group work (small
groups); analysis of specific situations.
Distance technologies in inclusive education: Network interaction
. Online platforms
Internet technologies. Modern computer technologies. Multimedia.
The use of ICT for solving compensatory problems. The use of
ICT for solving didactic tasks. The use of ICT for solving
communication problems. The use of interactive technologies
("case method"," portfolio") in inclusive education
Ф 7.03-03
Pr.lesson Inclusion of children with ASD in the general education process.
2
See MR PL
SIW and Colloquium
2
See MR
tasks
SIW
Week 10. Technologies for evaluating achievements in an inclusive approach.
10
Lecture Observation. Analysis of the products of extracurricular activities.
2
14,15
Self-assessment. Assessment of educational achievements of
children with special educational needs
Pr.lesson Inclusion of children with disorders of the musculoskeletal system
2
See MR PL
in the general education process.
SIW and Individual assignment (slide presentation). Problems of readiness
2
See MR
tasks
for teaching children with SEN
SIW
Week 11. Game technologies in inclusive education
11
Lecture Pedagogical game. Entertaining, theatrical, business, role-playing,
2
2-4,19,
computer games, plot-role-playing, didactic and board games.
21,22,23
Features of the use of game-based learning technologies in
inclusive education. Implementation of game techniques and
situations in the regular form of classes.
Pr.lesson Inclusion of children with mental retardation in the general
2
See MR PL
education process.
SIW and 1. Colloquium.
2
See MR
tasks
2. Abstract (slide presentation). Game technologies in the
SIW
education and upbringing of children with SEN
Week 12. Health-saving technologies in teaching children with SEN
12
Lecture Health-saving technologies in teaching children with SEN
2
9-13,15,18
(gymnastics, hardening, sports, etc.), instilling a health culture.
Principles of health-saving technologies (creation of a special
environment, a harmonious combination of education and health
improvement, restoration of physical strength )
Pr.lesson Inclusion of children with intellectual disabilities in the general
2
See MR PL
education process.
SIW and The project (slide presentation). The educational process in an
2
See MR
tasks
inclusive school.
SIW
Week 13. Technologies of correctional work in inclusive education
Lecture Early detection of developmental disorders. An integrated
2
9, 14, 15,16
approach of specialists. Special training methods. Labor training.
Socialization. ensuring the most complete and early social
adaptation, general and vocational training. Non-traditional
technologies. Differentiated training, learning in cooperation,
game technologies, logorhythmics, correctional and developmental
technologies and information and communication technologies.
Pr.lesson Inclusion of children with emotional and volitional disorders in the
2
See MR PL
general education process.
SIW and 1. Colloquium
2
See MR
tasks
2. Abstract (slide presentation). Early development of the child
SIW
Week 14. Children of the risk group: features of development, psychological and pedagogical
technologies of working with children of the risk group
14
Lecture Psychological, social and pedagogical characteristics of the
2
1-4
category of children at risk. Psychological and pedagogical
technologies in working with children at risk. Pedagogical support
for the education, upbringing, development and social adaptation
of children with special educational needs (repatriates children,
migrant children, children who find themselves in a difficult life
situation
Ф 7.03-03
Pr.lesson
Organization of psychological and pedagogical support of children
2
See MR PL
with SEN in the conditions of inclusive education.
SIW and 1. Control work.
2
See MR
tasks
2. Individual task (slide presentation).
SIW
Week 15. Implementation of an adapted educational program and an individual curriculum of a student
with disabilities in an educational organization, taking into account the recommendations of an
individual rehabilitation program and (or) a psychological, medical and pedagogical commission
15
Lecture Development and implementation of educational program options in
2
6, 9-13, 14,
accordance with the requirements of students with SEN. Questions of
22,23
interaction between a speech therapist, a speech pathologist, a teacherpsychologist, a tutor, a social teacher, in terms of developing an adapted
program and an individual curriculum for a child with SEN.
Development of a special individual development program. Tools for
monitoring and evaluating the dynamics of learning of children with
SEN. Organization of monitoring of the inclusive process in an
educational organization.
Pr.lesson
Professional competence of teachers of inclusive education
2
See MR PL
SIW and
tasks
Features of the work of specialists in working with children with
2
See MR
SEN
SIW
Block
Total: 6 academic credits – 180 academic hours (Lek-20 hours, Pr-20 hours, Lab-20 hours,
Tasks for SIW-120 hours
2. 2. Provision of the discipline with educational literature
№ Titles of educational and scientific literature
1. Basic literature
1 Handbook for Teachers on Inclusive Education. First Edition 2020, CBSE, Delhi. Central
Board of Secondary Education, Academic Unit, Shiksha Sadan
2 Inclusive Education Strategies: A Textbook. University of Minnesota, United States of
America. Armenian State Pedagogical University, Republic of Armenia UNICEF Armenia,
March 2019
3 Hayes, A. M., and Bulat, J., (2017). Disabilities Inclusive Education Systems and Policies
Guide for Low- and Middle-Income Countries. RTI Press Publication No. OP-0043-1707.
Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2017.op.0043.1707
4 Дохоян, А. М. Ассистивные технологии в инклюзивном образовании : учебное
пособие / А. М. Дохоян, И. А. Маслова. — Москва : Ай Пи Ар Медиа, 2020. — 90 с. —
Текст : электронный. ISBN 978-5-4497-0586-0
5 Teaching Methods and Individual Education Plans (IEP) for the Inclusion of Children with
Disabilities. Edition 2 (May 2016). Inclusive Communities Project supported by Ministry of
Education and Sports (MOES), Catholic Relief Services (CRS), World Education, USAID
and APC
6 Психолого-педагогическое сопровождение детей с особыми образовательными
потребностями в общеобразовательной школе: метод. рекомендации/ Елисеева И.Г.,
Ерсарина А.К. - Алматы: ННП Ц КП , 2019. - 96с..
7 Методические рекомендации по подготовке педагогов к внедрению инклюзивного
образования / З. А. Мовкебаева, И. А. Оралканова, Д. С. Хамитова. - Второе издание. Электрон. текстовые дан. 4,20 МБ. - Алматы : [б. и.], 2019
2. Additional literature
8 Нормативно-правовая база специального и инклюзивного образования ННПЦ КП.
Электронный ресурс.-https://special-edu.kz/nprbase.html
Педагогические технологии в инклюзивном образовании: Сборник методических
9 материалов / Авт.-сост. Т. В. Чернова, С. А. Губанов. – Электронное издание. –
Ф 7.03-03
10
11
12
13
14
15
16
17
18
3.
19
20
21
Электрон. текстовые и графич. дан. – Кострома: ОГБПОУ «Костромской торговоэкономический колледж», 2020. – Ок. 2,0 МБ (64 с.).Электронный ресурс.- https://ktekkostroma.ru/i/u/31.pdf
Дети с отклонениями в развитии : учебное пособие / К. С. Тебенова. - Электрон.
текстовые дан. 2,88 МБ. - Алматы : ССК, 2019. - 88 с. - ISBN 978-601-240-515-6
Коликова, Е. Г. Применение технологий инклюзивного образования для создания
безбарьерного обучения детей с ОВЗ [Электронный ресурс] : учебнометодическое
пособие по предметам естественно-математических и технологических дисциплин / Е.
Г. Коликова, Н. Ю. Хафизова ; под ред. Т. В. Уткиной. – Челябинск : ЧИППКРО, 2017
Психолого-педагогическая диагностика личности : учебное пособие / Г. О.
Абдуллаева, Н. Б. Жиенбаева, А. И. Гарбер, А. И. Ахметова. - Электрон. текстовые
дан. 13,5 МБ. - Алматы : ТОО «Лантар Трейд», 2020. - 323 с. - ISBN 978-601-7975-97-5
Научно-методическое обеспечение процесса включения семьи в коррекционную
работу/ авт.-сост.: Г.М.Коржова, Г.С.Оразаева, В.В.Малиновский. – Алматы: ННПЦ
КП, 2018
Профессиональное сопровождение педагогов общеобразовательных школ,
реализующих инклюзивную практику: методические рекомендации / сост.елисеева
и.Г., Чумакова о.Ф. –алматы, ннпЦ кп, 2015. - 48 с. ISBN 978-601-7131-42-5
Методические рекомендации НАО имени Алтынсарина https://nao.kz/
Материалы по инклюзивному образованию ННПЦ КП- Национальный научнопрактический центр коррекционной педагогики https://special-edu.kz/
Открытая школа Журнал. Инклюзивное образование. Архивы журналов за 2015-2020
годы. http://www.open-school.kz/glavstr/inclusiv_obraz
Центр САТР// http://www.satr.kz/
ЦОР
Методическая копилка Видеоуроки для детей с особыми образовательными
потребностями ННПЦ КП https://special-edu.kz/videosoop.html
Информационно-коммуникативные технологии для детей с ООП// ННПЦ КП
https://special-edu.kz/inf.html
Электронная библиотека ННПЦ КП для работы с детьми с ООП// https://specialedu.kz/library/ Ранний возраст. Дошкольный возраст. Школьный возраст
22 Электронная библиотека ННПЦ КП по инклюзивному образованию
https://special-edu.kz/library/io/
23 Информация для родителей детей с нарушениями в развитии ННПЦ КП https://specialedu.kz/forparentsru.html
24 14 приложений, которые нужны людям с ограниченными возможностями. https://test.ru/2015/10/15/14-apps-that-improve-life/
4. The policy of assessing students ' knowledge
Questions of current, boundary control and final certification, SRO tasks that correspond to
the content of the discipline, and the requirements for their implementation, evaluation criteria
are introduced in the AIS "UNIVER 2.0". Control issues are presented in the AIS "UNIVER
2.0".
Types of knowledge control:
The questions of the current, boundary control, final exam, correspond to the topics of
lectures and practical (seminar) classes, laboratory work, homework.
Current control:
1) test work (during the semester – 2)
2) colloquium (during the semester-2)
3) individual tasks for SIW (during the semester-3)
Ф 7.03-03
Note. The number of SIW tasks during the semester is no more than 6. The maximum
score for each type of current control carried out is set in those weeks that are shown in Table
No. 1. The sum of the points of the current control (before the boundary control) should not
exceed 100 points.
The boundary control is carried out at 8 and 15 weeks (orally).
Final exam – during the session (in writing).
Share of knowledge assessment (%):
Current control (CC) – 30%
Boundary control – 30%
Final exam (FE) – 40%
Total – 100%
The results of the boundary control are displayed according to the following formula:
Current control 1 (CC 1) ≤ 100
Boundary control 1 (BC1) ≤ 100
Current control 2 (CC 2) ≤ 100
Boundary control 2 (BC2) ≤ 100
Exam (E) ≤ 100
Final assessment (FA) = 0,15*CC1 + 0,15*BC1 + 0,15*CC2 + 0,15*BC2 + 0,4*E
Table 1. Task completion schedule
Week
Tasks
Abstract
submission
Individual
assignments
Protection of
projects
1
2
3
4
10
5
6
7
10
10
10
10
Colloquium
Activity in
the classroom
5
5
5
5
5
CC
15
30
45
60
75
FA

9
10
20
10
Test
BC
8
10
11
12
10
13
10
5
10
0
30
10
0
10
0
5
1
0
5
5
5
10
10
20
5
25
25 40 55 80 100
100
10
10 100
0
0
Exam =100
FA = 0,15*CC1 + 0,15*BC1 + 0,15*CC2 + 0,15*BC2 + 0,4*E
Note:
Note. Midterm control and intermediate certification cover all topics of lectures,
practical, laboratory classes, tasks for the IWS. All control questions are entered in the AIS
"UNIVER 2.0". Students are allowed to the session who have no payment arrears, attended at
least 70% of classes, scored a sufficient number of points in the current and midterm types of
control (the passing score is 0.15 *CC1 + 0.15 * BC1 + 0.15 * CC2 + 0.15 * BC2≥ 30 points), as
well as students who were on academic leave or on treatment.
Attention: When students complete and pass all types of assignments, as well as during
midterm control and the final exam, it is necessary to observe the principles of academic
honesty. During the midterm control and the final exam, it is forbidden to use all types of
information and computing facilities, write off, talk with other students. In case of violation of
these requirements, an act is drawn up and the exam results are canceled; on the part of the dean
of the faculty, appropriate measures are applied to this student. In case of repeated gross
violation of the academic discipline, the student is subject to expulsion from the university.
During the session, it is not allowed to retake the exam in order to improve the mark.
A student who has received an FX mark (unsatisfactory) has the right to retake the final
exam before the start of the next academic period without re-passing the discipline / modude
Ф 7.03-03
15
10
10
10

20
10
10
20
15
10
5
10
10
14
program. In this case, with the permission of the dean of the faculty, the student is assigned an
individual examination deadline.
In case of receiving an F mark (unsatisfactory), the student must re-enroll in this
discipline / module, re-study the program during the next academic period or summer semester,
attend all types of classes, complete all tasks under the program and pass the final exam in the
prescribed manner.
During the period of the current certification, the student is given the right to retake the
exam in one discipline no more than two times.
If the student receives an “unsatisfactory” grade (FX or F) on the third passing of the
exam in the discipline, then he is expelled from the university for academic failure.
Table 2. Assessment of students' knowledge according to the point-rating system (ECTS)
Letter
Percentage ratio
Traditional assessment
Points
designation
А
4,0
95-100
excellent
А3,67
90-94
В+
3,33
85-89
В
3,0
80-84
good
В2,67
75-79
С+
2,33
70-74
С
2,0
65-69
С1,67
60-64
satisfactorily
D+
1,33
55-59
D1,0
50-54
FX
0,5
25-49
unsatisfactory
F
0
0-24
7. Requirements for students
1. Observe the code of ethics of conduct at the university, in the classroom, when
communicating between students and teachers.
2. Attend all types of training sessions, practices; prepare conscientiously for class and be
active in class.
3. Timely and efficiently carry out the CDS.
4. Observe the culture of behavior during classes (observe business style of dress, do not
be late for classes, do not talk, turn off your cell phone, follow all instructions of the teacher,
etc.).
5. Work off missed classes in accordance with the delivery schedule drawn up by the
teacher (in case of failure to complete the assignments, the final score is reduced).
6. In case of missed classes, provide the teacher with a document confirming a valid
excuse (medical certificate, instructions, orders, etc.).
7. The student is entitled to incentive points for active social, scientific and volunteer
activities.
6. Learning using distance learning technologies
1. The educational process on distance educational technologies of the University is
implemented in the automated information system "Univer 2.0", on the ZOOM platform and
other platforms selected by the teachers in the "on-line", "off-line" mode.
2. Lectures, practical and laboratory classes in all subjects are conducted in various forms (video
conferences, video lectures, independent online work, online courses, chat classes, web classes,
etc.) on Zoom or others platforms selected by instructors in accordance with class schedules. But
feedback on assignments is carried out through the "Univer 2.0.
3. Video lessons of disciplines can be viewed on the Youtube channels of the departments using
the links on the university website.
Ф 7.03-03
4. Students are required to attend online classes, which are held in accordance with the class
schedule. Exemption from classes is allowed only in cases where it is caused.
5. The teacher of the discipline carries out current, midterm and intermediate control of students'
knowledge in various forms (test, written, combined, portfolio, essay, etc.) through electronic
resources.
6. Students are required to comply with ethical standards during online classes.
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