Adaptation of the child to the social environment is characterized by the fact that it allows you to quickly get used to the general system of social relations and the educational environment, based on your own conditions. Inclusive education in educational institutions is based on the upbringing and upbringing of children by preventing discrimination of their rights, ensuring equal treatment, and the formation of special conditions. In this regard, at the next meeting of the Commission on juvenile affairs and protection of their rights under the Akimat of the city of Tekeli, held in October this year, 2022, one of the issues on the agenda was "on measures to ensure equal access to education for children with disabilities and special educational needs."
In the inclusive academic year 2022-2023, 75 children with special educational needs are enrolled in secondary schools in the city of Tekeli (61 in 2021), 21 children in preschool centers. Unfortunately, the number of children with disabilities and special educational needs increases from year to year.
The number of children studying at home for health reasons is 40, including 16 children with disabilities.
In Kazakhstan schools from 2018 to 2019, the position of an assistant teacher working with children with special needs appeared. Teaching assistants are guides among children with special needs and general education schools. Their responsibilities include the development of individual curricula and programs, the adaptation of educational materials, mediation between students and teachers with special needs.
A teacher-assistant is a friend who helps to unlock the creative potential of a child, overcome self-doubt, and correct learning problems. The Department of Education was instructed to consider solving the shortage of teaching assistants in order to expand the individual opportunities of inclusive children, their socialization in society.
Next, it is considered about "systematic monitoring of unwanted sites in Internet content. The problems arising from the monitoring of websites, coordination of preventive and correctional work with identified adolescents and the organization of courses for suicide specialists for school psychologists were discussed.