The innovative potential of SMES in Kazakhstan in the course of entrepreneurial online education

Mamutova, Katira; Kirdasinova, Kasiya; Baimbetova, Assel; Sharapayeva, Bota; Kulmaganbetova, Almira; Kozhakhmetov, Ziyat; Tlessova, Elvira

doi:10.1504/wremsd.2022.10046357

Cited by 1 publication

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“…Through a theoretical analysis of scientific literature, the article by Mencía et al (2014) identifies the application of ICT in inclusive education for older pre-school children. Results presented in the article by Kulmaganbetova et al (2022) shed light on the primary reasons behind the obstacles faced in implementing ICTs within the educational processes of educational organizations in the Republic of Kazakhstan. Moreover, Marín and Castañeda (2022) researched the issue of formation digital literacy of future teachers.…”

Section: Theoretical Overviewmentioning

confidence: 98%

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

2023

Futurity of Social Sciences

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This article aims to analyze the utilization of electronic technologies for facilitating individualized education for education seekers with special needs. The study involved 110 teachers from diverse educational institutions in Kazakhstan, each possessing experience in working with students with special needs. Inclusion criteria ensured a variety of grade levels, subject areas, and teaching experiences. Participants, eligible with a minimum of one year's teaching experience and prior work with students with special needs, were surveyed using a specially designed questionnaire. This research provides a comprehensive examination of the challenges faced by students with special education needs, encompassing cognitive, physical, and sensory disabilities. The study explores the role of specialized software, such as text-reading computer programs and speech recognition systems, in enhancing behaviour and positive interactions. The emphasis on adaptive technologies, interactive whiteboards, tablets, advanced training programs, and video platforms reflects the evolving landscape of educational technology for inclusive practices. The findings underscore the significance of electronic technologies, with 87 out of 110 teachers emphasizing the role of special software. Interactive whiteboards, tablets, and advanced training programs were also recognized by a considerable number of participants. Adaptive technologies, altering content based on student needs, were utilized by 81 teachers. While 59 teachers incorporated special video platforms, 48 used communication applications. Conclusions: the study highlights challenges in the provision of individualized education for students with disabilities, including limited technology access, language barriers, cultural insensitivity of electronic tools, and financial constraints. The identified difficulties underscore the need for comprehensive strategies to address these barriers and ensure equitable access to electronic technologies for effective inclusive education. This research contributes valuable insights into the current landscape of electronic technology integration in inclusive education and provides a foundation for future efforts to enhance individualized learning experiences for students with special needs.

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Section: Theoretical Overviewmentioning

confidence: 98%

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

2023

Futurity of Social Sciences

View full text Add to dashboard Cite

show abstract

The innovative potential of SMES in Kazakhstan in the course of entrepreneurial online education

Cited by 1 publication

References 0 publications

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

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