Psychological support for inclusive and digital education in the strategies and educational programs of Kazakhstan and Mongolia

Abstract

The article discusses the main directions of the psychological support of inclusive education in the educational programs of Kazakhstan and Mongolia in the context of digitalization. The authors emphasize that the strategies and educational programs of Kazakhstan and Mongolia contribute to the improvement of professional training of specialists who increase the experience of inclusive education in the country and abroad.

Within the framework of this study, a comprehensive diagnosis of educational motivation, personal qualities and abilities of children with special educational needs of primary school age (students of grade 3) was carried out. As research methods, the method of identifying priority motives in the structure of educational motivation according to the method of N.P. Fetiskin, V.V. Kozlov and G.M. Manuilova, Kettel’s personality questionnaire, Dembo-Rubinstein self-assessment test. According to the test results, it was revealed that the most significant motive for the pupils of the 3rd grade was the motive of the student’s position, and the most insignificant was the motive of self-development. The analysis showed that academic performance is the basis for self-assessment of the intellectual abilities and reputation of peers. This confirms the data on the tendency of primary schoolchildren to focus on the performance indicators when assessing personal qualities and intellectual abilities, the influence of external assess- ment on self-esteem.

The essence of psychological support in supporting the process of promoting children with special educational needs: migrants, repatriates, children of national minorities, children with special needs in social adaptation, in education at all stages of support: diagnostic, psychocorrectional, developmental.

The article summarizes data on inclusive education, presents research results, and provides an over- view of the work of specialists in this area.

Key words: inclusive education, psychological adaptation, individual differences, professional stress, psychological barriers, mental development.