Organisation of psychological and pedagogical support for pre-vocational education of disabled students

Movkebayeva Zulfiya  Akhmetvalievna; Duzelbayeva Aitolkyn  Bolatovna; Zhigitov Alibek  Bekezhanovich; Khamitova Dana  Sunkarbekovna; Kabdyrova Ainur  Askarbekovna

doi:10.18488/61.v13i4.4476

Authors

Movkebayeva Zulfiya Akhmetvalievna Zhetysu University named after Ilyas Zhansugurov, Taldykorgan, Kazakhstan. https://orcid.org/0000-0003-2757-3389
Duzelbayeva Aitolkyn Bolatovna Pavlodar Pedagogical University named after Alkey Margulan, Pavlodar, Kazakhstan. https://orcid.org/0000-0002-6743-1644
Zhigitov Alibek Bekezhanovich Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. https://orcid.org/0000-0001-8998-7064
Khamitova Dana Sunkarbekovna Pavlodar Pedagogical University named after Alkey Margulan, Pavlodar, Kazakhstan. https://orcid.org/0000-0003-2609-0887
Kabdyrova Ainur Askarbekovna Kazakh National Women’s Teacher Training University, Almaty, Kazakhstan. https://orcid.org/0000-0002-9524-1071

DOI:

https://doi.org/10.18488/61.v13i4.4476

Abstract

The aim of this research is to establish a psychological and pedagogical support organization for the pre-vocational education of students with disabilities. In this context, information was collected from teachers of students with disabilities in pre-vocational education regarding educational processes, support methods, needs, individual differences, family cooperation, resources used, teacher competencies, success and evaluation processes, psychological support, and development suggestions through a semi-structured interview form. Four male teachers and 14 female teachers aged between 20 and 49 years participated in the study. The findings indicated that teachers reported problems with the self-efficacy of individuals with disabilities, difficulties in communication with peers, and communication problems overall. Teachers emphasized that maintaining high motivation levels, providing psychological support, utilizing interactive and practical resources, and employing auxiliary educational materials are important in overcoming these issues. It was concluded that individualized teaching programs and cooperation with families are essential in this context. Additionally, teachers argued that creating a flexible and individualized educational environment for individuals with different disabilities is necessary. Ultimately, it was concluded that the education processes for individuals with disabilities should be organized within pre-vocational education. It is recommended that teachers, students, and families be informed about disability education processes.