How is psychological and pedagogical support provided for a child with special educational needs?

The psychological and pedagogical support for children with special educational needs is provided by a team of specialists jointly with teaching staff of the school.

Whether the child is recommended to study in general class based on conclusion of psychological medical pedagogical consultation (PMPC), he is provided with further psychological and pedagogical support by the Psychological and Pedagogical Support Service (PPSS).

The student receives help and support, first of all, from the teacher in the classroom, as well as from specialists in psychological and pedagogical support. If necessary, the educational organization attracts specialized specialists (a teacher of the deaf, a typhlopedagogist, a clinical psychologist) from outside. Psychological and pedagogical support includes:

• identification of difficulties in learning, education and development and assessment of special educational needs of students/pupils, including persons (children) with special educational needs;
• advisory and methodological assistance to teachers and families of students/pupils, including persons (children) with special educational needs;
• creation of social and psychological-pedagogical conditions for successful learning, development and socialization of students/pupils, including persons (children) with special educational needs.

Special psychological-pedagogical support for children with disabilities is provided by special educational organizations.

Psychological and pedagogical support is provided by teachers in the classroom, specialists of the Psychological and Pedagogical Support Service (educational psychologists, social workers, special educators, and teaching assistants).

The psychological and pedagogical support is grounded on the educational needs assessment of the children:

• - with behavioral and emotional problems, adverse psychological factors (abuse upbringing in the family, parent-child and intra-family relationships);
• - with restrictions of a socio-psychological, economic, linguistic, cultural nature (pedagogical neglect of children from families of social risk, children experiencing difficulties in adapting to the society (refugee families, migrants, “kandas” ethnic Kazakh);
• - with developmental disabilities (impaired hearing, vision, intelligence, speech, musculoskeletal system, mental retardation and emotional-volitional disorders).

• changes in the curriculum and curricula;
• changes in the learning outcomes assessment (pupil’s achievement score);
• the use of variable, special and alternative teaching methods;
• the selection of textbooks, teaching aids, preparation of individual educational materials;
• choice of the education format/mode;
• creation of a barrier-free environment and adaptation of the place of study;
• use of technical auxiliary (compensatory) means and special vehicles;
• the special psychological and pedagogical support (provided by psychologist, special teacher, and teaching assistant) for children with disabilities is provided based on the PMPC conclusion and recommendation.