Developing The Readiness of Future Defectologist-Teachers to Improve Their Professional Activities

Zholdasbekova  Dana Abdimanatovna; Zholdasbekova  Bibisara Abdimanatovna; Zholdasbekov  Abdimanap Abdrazahovih; Yessaliyev   Aidarbek Askarbekoboch; Totikova  Guldana Arynovna; Myrzabekov  Erjan Esilbekovih

doi:10.48161/qaj.v5n1a1318

Authors

Zholdasbekova Dana Abdimanatovna Department of Special Pedagogy, Abai Kazakh National Pedagogical University, 13 Dostyk Ave., Almaty 050010, Republic of Kazakhstan;
Zholdasbekova Bibisara Abdimanatovna Department of Theory and Method of Physical Cultures and Sports, Faculty of Sports and Arts, Mukhtar Auezov South Kazakhstan University, Shymkent 160012, Republic of Kazakhstan;
Zholdasbekov Abdimanap Abdrazahovih Natural Scientific and Pedagogical Higher School, Mukhtar Auezov South Kazakhstan University, 5 Tauke Khan Ave., Shymkent 160012, Republic of Kazakhstan.
Yessaliyev Aidarbek Askarbekoboch Department of Medical Sciences, Mukhtar Auezov South Kazakhstan University, Shymkent 160012, Republic of Kazakhstan.
Totikova Guldana Arynovna Department of Education, M. Auezov South Kazakhstan University, Shymkent 160012, Republic of Kazakhstan;
Myrzabekov Erjan Esilbekovih Department of Education, Friendship University named after Academician A. Kuatbekov, Shymkent 160012, Republic of Kazakhstan.

DOI:

https://doi.org/10.48161/qaj.v5n1a1318

Abstract

The field of special education requires special competence from defectologist-teachers and readiness to apply individualized teaching and support methods, which represents an important topic for scientific research. The aim of this research is to analyse the characteristics of future professional activities and the process of competence development in future defectologist-teachers. The following research methods were used: observation, questionnaires, surveys, as well as an experiment, which included tasks for developing individualized educational programs, creating adapted educational materials, and developing correctional work methods. As a result of this research, it was established that the idea of inclusive education lies in providing equal opportunities for all students, including those with special needs and individual requirements. This includes creating supportive environments and communities where every student feels accepted and included. Teachers, especially defectologist-teachers, play a key role in implementing this concept. This research introduces a novel approach to preparing defectologist-teachers by integrating real-world simulations and targeted interventions aimed at enhancing their readiness for pedagogical activities in inclusive educational settings. The study is particularly relevant in the context of evolving educational policies and the growing demand for skilled professionals capable of addressing the diverse needs of children with special educational needs. To enhance the applicability and actionability of the findings, the study could adopt a more focused approach by concentrating on specific factors influencing defectologist-teacher readiness.

Downloads

Download data is not yet available.

References

Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020). Understanding the value of inclusive education and its implementation: A review of the literature. Prospects, 49, 135–152.

Zholdasbekov, A. A., Janzakova, M. A., Zholdasbekova, D. A., Sikhynbaeva, Z. S., & Zhumageldyeva, A. D. (2022). Formation of leadership competencies of future teachers using coaching technology. Journal of Positive School Psychology, 6(1), 38–46.

Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12, 661427.

Khusniddinova, B. K. (2022). Interaction of a speech therapist with other participants in the correctional process. The American Journal of Social Science and Education Innovations, 4(11), 01–05.

Sharipova, K. (2024). The importance of forming the general and professional culture of the teacher. Best Journal of Innovation in Science, Research and Development, 3(2), 106–112.

Szumski, G., Smogorzewska, J., & Grygiel, P. (2022). Academic achievement of students without special educational needs and disabilities in inclusive education – Does the type of inclusion matter? PLOS ONE, 17(7), e0270124.

Sari, Z. P., Sarofah, R., & Fadli, Y. (2022). The implementation of inclusive education in Indonesia: Challenges and achievements. Journal Public Policy, 8(4), 264–269.

Fränkel, S., Sterken, M., & Stinken-Rösner, L. (2023). From barriers to boosters: Initial teacher education for inclusive science education. Frontiers in Education, 8, 1191619.

Stanczak, A., Jury, M., Aelenei, C., Pironom, J., Toczek-Capelle, M. C., & Rohmer, O. (2024). Special education and meritocratic inclusion. Educational Policy, 38(1), 85–103.

Kefallinou, A., & Howes, A. (2022). Experiencing “inclusion”: A critical and systemic analysis of young people’s voices in English and Greek mainstream secondary schools. International Journal of Inclusive Education, 1–18.

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16.

Magnússon, G., Göransson, K., & Lindqvist, G. (2019). Contextualizing inclusive education in educational policy: The case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67–77.

Hernández-Torrano, D., Somerton, M., & Helmer, J. (2022). Mapping research on inclusive education since Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 26(9), 893–912.

Nilholm, C. (2021). Research about inclusive education in 2020 – How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358–370.

de Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353.

Lindner, K. T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766–787.

Janzakova, M. A., Zholdasbekova, D. A., & Zholdasbekov, A. A. (2023). Formation of readiness of future special teachers for professional activity by means of coaching technology. Bulletin of Al-Farabi Kazakh National University, 74(1), 36–43.

Karabiyik, V., & Avcioğlu, H. (2021). The problems special education teachers encounter and their solution recommendations (the case of Northern Cyprus). Turkish International Journal of Special Education and Guidance & Counselling, 10(1), 86–100.

Rasmussen, M. U., & Kis, A. (2018). Qualifications of subject teachers in special education schools. Journal of Education and Training Studies, 6(4), 48–57.

Peruzzo, F., & Allan, J. (2022). Rethinking inclusive (digital) education: Lessons from the pandemic to reconceptualise inclusion through convivial technologies. Learning, Media and Technology, 1–15.

Park, A. С., Ramirez, P. C., & Sparks, P. (2021). Special issue editorial: Digital inclusion and digital divide in education revealed by the global pandemic. International Journal of Multicultural Education, 23(3), 1–6.

Reisoğlu, İ. (2022). How does digital competence training affect teachers’ professional development and activities? Technology, Knowledge and Learning, 27, 721–748.

de Menezes, J. B., & Araújo, L. A. (2022). Assistive technology and the right to education of children with disabilities: Criticism and challenges of online educational mediation. A&C-Administrative & Constitutional Law Review, 22(88), 233–262.

Norwich, B. (2023). Addressing tensions and dilemmas in inclusive education: Resolving democratically. Routledge.

Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education, 14(1), 1–15.

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802.

Coker, H., & Mercieca, D. (2023). Digital technology for inclusive education: Reflecting on the role of teachers. In Inclusion, equity, diversity, and social justice in education: A critical exploration of the sustainable development goals (pp. 233–243). Springer.

Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: A qualitative analysis from teacher’s perspective. Southeast Asia Early Childhood, 10(1), 37–49.

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st-century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369.

Goodley, D., Cameron, D., Liddiard, K., Parry, B., Runswick-Cole, K., Whitburn, B., & Wong, M. E. (2020). Rebooting inclusive education? New technologies and disabled people. Canadian Journal of Disability Studies, 9(5), 515–549.