«Жалпыұлттық құндылықтар негізінде білім беру және тәрбиелеу»

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болып табылады және балалармен тікелей жұмыс істейтін, білім беру процесіне 
үлкен көңіл бөлінеді. Бұл мақалада білім беру саласында жұмыс істейтін 
шетелдік 
оқытушылар 
мен 
мамандардың 
тәжірибесіне 
негізделген 
математиканы инклюзивті сыныпта оқытудың әртүрлі әдістері сипатталған. 
Кейбір әдістерді қазір біздің елдегі мұғалімдер белсенді түрде қолданады, 
мысалы, жаңартылған білім беру бағдарламасы, оқудың сараланған тәсілі. Бұл 
мақала математика пәнінен инклюзивті сабақтарда жұмыс істеудің заманауи 
және қолданыстағы әдістерімен танысқысы келетіндер үшін пайдалы болады. 
Одним из самых значительных изменений в современном образовании 
Казахстана является нововведение в виде всесторонней поддержки детей с 
инклюзией. При обучении детей с особыми образовательными потребностями 
уделяется огромное внимание самому образовательному процессу, где учителя 
являются катализаторами и теми, кто напрямую работают с детьми. В данной 
статье описываются различные методы обучения математике в инклюзивном 
классе, основываясь на опыте зарубежных учителей и профессионалов, 
работающих в этой отрасли. Некоторые из методов и сейчас активно 
используются учителями в нашей стране, согласно программы обновленного 
образования, например дифференцированный подход к обучению. Данная 
статья будет полезна тем, кто хотел бы познакомиться с современными и 
действующими методами работы в инклюзивных классах на уроке математики. 
One of the most important, most valuable and large scale changes in modern 
education in Kazakhstan is that it for its purposes becoming inclusive, that is, turned 
on, open to everyone. And not just open, but specially configured for each other. As 
the number of children in Kazakhstan who have especial educational needs grow, 
according to the Ministry of education and science, the hundred percent of schools 
have to conduct the conditions for inclusive education[1]. Inclusive education - a 
special approach to building general education, which implies the availability of 
education for every child, regardless of its special needs. The basis of inclusion is a 
simple and ancient idea that the school is for children, whatever they may be, and not 
vice versa, children should be prepared in a special way and most importantly - to 
approach the school. Inclusive education seeks to develop a methodology aimed at 
children and recognizing that all children are individuals with different needs for 
learning. It tries to develop an approach to teaching and learning, which will be more 
flexible to satisfy various needs in learning. 
It is based on 8 fundamental principles: human value does not depend on his 
abilities and achievements; each person is able to feel and think; everyone has the 
right to communicate and to be heard; all people need each other; genuine education 
can be carried out only in the context of real relationships; all people need the support 
and friendship of peers; for all students, the achievement of progress can rather be 
what they can do than that they cannot; the variety enhances all aspects of human 
life[2].
These principles help to choose right approach while inclusion having place.
It is important to note that the role of the teacher in the embodiment of the 
principles of inclusive education is colossal. It is a point to consider the features of 

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the adapted program is that individual methods of assimilation of information are 
used. That is, the student receives the same education as his classmates, but at the 
same time, special methods help him master it. 
As a subject, teacher can organize the educational process so that knowledge is 
learned and assigned to each student of the class, regardless of his abilities and 
special needs. Chairman of the public association "Society of Parents of Children 
with Disabilities" World of Equal Opportunities " Nurgul Ulzhekova says: “The 
teacher needs to choose an individual educational trajectory for this child. However, 
if a child with special educational needs does not cope with the general education 
program, then his own individual educational program (IEP) will be developed for 
him according to his abilities.” [3].
As a class teacher, he can create in the class a special climate of trust and 
acceptance, in which the best sides of each student, talents and strengths of the 
character of each child would be revealed, especially in basic subjects[4]. As 
mathematics is one of the basic subjects in school it is important to consider features 
of education mathematics in inclusive class.
At the moment, there are few methods and techniques for teaching mathematics 
in the conditions of inclusive education. Therefore, we want to consider the features 
and methods of teaching mathematics in the inclusive environment. 
According to writer and teacher, John Dabell, who wrote more than 10 000 
articles specializing on primary math says that meeting the individual needs of 30 
pupils in a class is quite a challenge. “Luckily, inclusive teaching doesn’t mean 
having 30 levels of differentiation in every lesson. It’s something every educator can 
achieve.” One of them the book “Games, Ideas and Activities for primary 
mathematics”, as the lesson have to be interesting and engaging students to the active 
work on the lesson. “Each teacher came across a situation where students do not want 
to do anything: I will not read, I don’t want to write, I can’t say, etc. In this case, an 
unexpected change in activity and forms of the lesson helps (excursion, game, quiz.) 
The lesson have to be a lesson, remaining in fact. However, it is necessary to subtly 
feel the line between the didactic game and entertainment (for example, the “field of 
miracles”)”[5]. 
According to the Natalie Packer is an independent education consultant with an 
expertise in special education needs (SEN) It is necessary to use a differentiated 
approach with elements of group learning. “It is good to apply a fairly well - known 
technique here: when explaining the new topic, the class is divided into couples, 
groups. A strong student must once again explain the topic to the weak. As control, 
individual tasks are given both written and oral. In mathematics lessons, it is 
advisable to use techniques that allow you to develop attention, memory, thinking of 
schoolchildren[6].” When teaching children with disabilities, an explanation of new 
material, the terms are more advisable to introduce not through the definition of 
concepts, but through the image. When explaining the new material, it is better for 
the teacher to use a scheme variable in shape and content, supporting tables, work on 
the development of mathematical speech, the formation of the ability to work with a 
textbook, literature, and the Internet. So when studying some of those students, cards 

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are distributed with questions on the topic studied. Pupils find answers in the 
textbook, the Internet, using a mobile class, for example, and mark with a pencil. At 
the end, the execution of the task is checked, adjusted, if necessary. Then students are 
given key tasks. 
Orientation to individual progress. In classes where children with different 
cognitive capabilities are trained, it is necessary to monitor achievements for each 
child[7].
The most important correctional tasks of the course of mathematics are the 
development of logical thinking and speech of students, the formation of mental skills 
- work planning, the search for rational ways to perform it, and the implementation of 
self -control. Schoolchildren must learn to correctly and carefully make mathematical 
notes, be able to explain them. Given the psychological and physical characteristics 
and the capabilities of these children, it is advisable to give material in small doses, 
with its gradual complication, increasing the number of training exercises, including 
daily material for repetition and independent work[8]. When solving problems, 
children should learn to analyze, highlight the unknown in it, write it briefly, explain 
the choice of arithmetic action, formulate the answer, i.e. master the general 
techniques of working on an arithmetic task, which helps to correct their thinking and 
speech. The organic unity of the practical and mental activity of students in 
mathematics lessons contribute to the strong and conscious assimilation of basic 
mathematical knowledge and skills. 
In conclusion, it must be said that there are different techniques which are 
widely used in the mathematics lessons. Necessary to subtly feel the line between the 
didactic game and entertainment, while teacher engage students in the educational 
process. When explaining t.e new topic, the class is divided into couples, groups. In 
classes where children with different cognitive capabilities are trained, it is necessary 
to monitor achievements for each child. It is advisable to give material in small doses, 
with its gradual complication, increasing the number of training exercises, including 
daily material for repetition and independent work. Using one of those techniques 
might help teachers while conducting lesson in inclusive lesson. 

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