Supporting children with special educational needs as a socio-pedagogical problem

Abstract

The purpose of this research is to determine the professional competencies of primary schoolteachers in order to support inclusion students with special education needs from a socio-pedagogical point of view. In this study, professional competencies of primary schoolteachers were evaluated by using the survey model, which is one of the quantitative research methods, in order to support the inclusion students with special education needs from a socio-pedagogical point of view. The research was conducted with 320 primary schoolteachers who continued their educational activities in the 2021–2022 academic year in various primary schools in Almaty, Kazakhstan. The research data were collected with the teacher professional competencies scale for inclusive students with special education needs developed by the researcher. As a result of the research, it has been determined that the professional competencies of primary schoolteachers for mainstreaming students with special education needs are moderate in the sub-dimensions of teaching methods and techniques, diagnosis and evaluation, cooperation and socialisation. In addition, it has been determined that the general average of the professional competencies of primary schoolteachers for inclusive students with special education needs is at a moderate level. It has been determined that the professional competencies of the primary schoolteachers participating in the research for inclusive students with special education needs do not differ according to the gender variable. It has been determined that the professional competencies of primary schoolteachers for inclusive students with special education needs show a significant difference according to their education status for inclusive students. It has been determined that the significant difference in terms of primary schoolteachers’ education to inclusive students is in favour of the educators.