Inclusive education and psychological-pedagogical support
This domain tests inclusive education and psychological-pedagogical support: how you identify barriers, adapt teaching, and work with specialists and families under Kazakhstan's guarantee of inclusive education and the UN Convention on the Rights of Persons with Disabilities.
Core rules
- Special educational needs are determined through the psychological-pedagogical commission (PPK), not by the subject teacher alone.
- Distinguish adaptation (same objective, different access) from modification (different objective).
- Use universal design for learning: multiple ways to access information, respond, and engage.
- Remove barriers: seating, lighting, font size, audio, extra time, clear instructions, assistive technology.
- Collaborate with psychologist, speech therapist, special educator, social pedagogue, and parents.
- Keep confidentiality; share information only with those who need it.
Worked example
A grade 5 learner with dyslexia struggles with a long textbook text. The objective is “explain two causes of the water cycle”. Adaptation: provide an audio version, a shorter text at the same conceptual level, a graphic organiser, and extra time; do not reduce the objective to “copy the diagram”. Reasoning: access changes, the cognitive demand stays. The teacher records the support in the individual plan and reviews it with the PPK team.
Traps
- Diagnosing a learner without the PPK.
- Equating inclusion with physical placement only.
- Lowering expectations instead of removing barriers.
- Discussing a child's diagnosis in the staff room or with other parents.
- Ignoring the family as a partner.