Psychological and pedagogical support for children with SEN

Psychological and pedagogical support for children with SEN is an important component of the education system. The development of an inclusive society implies equal rights for all its participants. The problem of organizing this support is relevant and requires a detailed study. Building an inclusive educational culture at school is one of the most important conditions for the successful inclusion of children with SEN. The aim of the study is to build a model of psychological and pedagogical support for children with SEN. The results of the study make it possible to develop individual programs of psychological and pedagogical support for children with SEN in the framework of preschool and secondary education. The methods of analysis, synthesis, generalization and modeling were used as research methods. In the course of theoretical analysis and modeling, a model of psychological and pedagogical support for a child with SEN was developed and the stages of this support were described. The psychological, pedagogical and organizational aspects of accompanying a child with SEN were highlighted. The role of the family in the upbringing of a child with SEN and the development of mental formations characteristic of his age is highlighted. In the course of the work, the necessary recommendations were issued on the organization of psychological and pedagogical support for children with SEN, interaction with parents and the organization of the educational process. The creation of special conditions that take into account the characteristic of the child is one of the main factors in the development of the child and his further social adaptation.

1. Poslanie Glavy gosudarstva Kasym-Zhomarta Tokaeva narodu Kazakhstana ot 01.09.2021.[Address of the Head of State Kasym-Jomarta Tokaeva to the People of Kazakhstan on 01.09.2021].

2. Autayeva A.N, Bulabayeva S.T. “Psychological and pedagogical significance of the study of inclusive culture of teachers of secondary schools”. BULLETIN Series «Psychology» vol.62. Issue №1. (2021). P. 85-89. [in English].

3. Töleşova A.A.“Erekşe bılım beru qajettılıgı bar balalarğa erte kömek körsetudı jüzege asyru men ūiymdasyru modelın zertteudegı bala damuynyñ ontogenetikalyq negızı”. [The ontogenetic basis of child development in the study of the implementation and organization model of early care for children with special educational needs]. BULLETIN Series «Psychology». 06.02.2022. Available at: — URL: https://bulletin-psychology.kaznpu.kz/index.php/ped/article/view/582 [In Kazakh]. (accessed: 10.24.2022).

4. Ignatova N.P. “Inklyuzivnaya obrazovatelnaya sreda kak uslovie razvitiya i socialnoi adaptacii detei s osobymi obrazovatelnymi potrebnostyami” [Inclusive educational environment as a condition for development and social adaptation of children with special educational needs]. Pedagogical mastery and modern pedagogical technologies: collection of materials of the IX International Scientific and Practical Conference. 06.28.2019. Available at: — URL: https://www.elibrary.ru/item.asp?id=38568973 [In Russian]. (accessed: 10.24.2022).

5. Magauova A.S., Makhambetova Zh.T. “Psychological aspects of implementing strategies and models for inclusive education of children with special educational needs” BULLETIN Series «Psychology». 05-20-2021. Available at: — URL: https://bulletin-psychology.kaznpu.kz/index.php/ped/article/view/58 [in English]. (accessed 10.24.2022).

6. Kvasnyh G.S., Pustovalova N.I., Chugunova A.A. “On the issue of solving the problem of forming an inclusive culture among future teachers”. Pedagogy and Psychology. 03-31-2022. Available at: — URL: https://journal-pedpsy.kaznpu.kz/index.php/ped/article/view/426 [in English]. (accessed: 10.24.2022).

7. Demyanchuk R.V. “Psihologicheskoe soprovozhdenie nepreryvnogo obrazovaniya detei s rasstroistvami autisticheskogo spectra” [Psychological support of continuous education of children with disorders of the autistic spectrum]. Continuous education in St. Petersburg vol 9. Issue №1 (2019). P.25-28. [In Russian].

8. CHerdymova E.I. Sindrom emocionalnogo vygoraniya specialista [Syndrome of emotional burnout of a specialist]. Samara: Samara University, 2019. [In Russian].

9. Convention on the Rights of the Child. Available at: — URL: https://www.un.org/ru/documents/decl_conv/conventions/childcon.shtml [in English]. (accessed: 10.24.2022).

10. Vygotskii L.S. Myshlenie i rech [Thought and speech]. St. Petersburg: Piter, 2022. [In Russian].

11. Autaeva A.N., Satova A.K. “Metod testirovaniya v ocenivanii uchebnyh dostizhenii obuchayushchihsya s OOP v inklyuzivnom obrazovanii [Method of testing in the assessment of educational achievements of students with SEN in inclusive education]". BULLETIN "Psychology" series vol 64. Issue №3 (2020). P.70-79. [In Russian].