To the Question of Identification of Organizational-Pedagogical Conditions of the Process of Teaching Children with Violation of the Motor-Vehicle Apparatus in Inclusive Education

Abstract

The article presents the results of the ascertaining stage of the experiment to identify the organizational
and pedagogical conditions of the process of teaching children with impaired musculoskeletal
system in inclusive education. The study is due to the relevance of the development of inclusive education
in the Republic of Kazakhstan, which is confirmed by a number of ongoing studies of domestic
and foreign authors. The sequence of application of research methods is described in detail, which
includes a survey of teachers, educators and parents of school students, observation of the educational
process, a statistical analysis of the performance of children with impaired musculoskeletal system, as
well as determining the level of development of cognitive functions of this category of children using
diagnostic techniques appropriate to age characteristics. Based on the results obtained, the conclusion
is drawn about the relevance of the study and the confirmation of hypothetical assumptions, which are
the need for the implementation of psychological and pedagogical support on the basis of comprehensive
diagnostics, an individual support program and a system of correctional and developmental
exercises with specialists; the provision of scientific and methodological assistance to teachers and
psychological and pedagogical support to parents; the need for the formation of an inclusive culture
for all participants in the educational process. The presented results provide guidance in the upcoming ways to improve the organizational and pedagogical conditions in the process of introducing inclusive
education in the Kazakhstan secondary school.
Key words: children with musculoskeletal disorders, inclusive education, organizational and pedagogical
conditions.