Sociological analysis of the special preschool education system for children with mental disabilities in the Republic of Kazakhstan and the Republic of Turkey

Abstract

This comprehensive article delves into the pressing topics of inclusive education and early intervention for children with special educational needs. The scientific article discusses topical issues of inclusive education and preschool education for children with special educational needs in the context of Kazakhstan and the Republic of Turkey. Pre-school education is the education of children older than 8 months before the start of compulsory (primary) education, mainly before entering school. The purpose of preschool education is to help children develop their physical and intellectual development, develop speech skills, and properly prepare for primary school. On the other hand, education in pre-school classes is the first stage of compulsory education. The main goal of education in preschool educational institutions is to achieve basic literacy and mathematical skills for all students. Education of mentally retarded children requires the existence of a special education system. Given their limited abilities, mentally retarded children need a system adapted according to their calendar and mental age. Such a system implies the need for many features in determining educational activities designed taking into account the needs of children with intellectual disabilities and their interests. In Kazakhstan, there are several state special schools with pre-school education. The authors shared the results of sociological research on the organized system of special education for children with intellectual disabilities of Kazakhstan and Turkey, specially prepared programs and special organizational structures in each of them.