Abstract：
The study analyzed modern e-learning and flipped classroom methods in inclusive education, focusing on their impact on motivation, academic performance, and the effectiveness of the educational process. The experiment involved 648 first- and second-year students from Abai Kazakh National Pedagogical University, the Elabuga Institute (Branch) of Kazan Federal University, and I.M. Sechenov First Moscow State Medical University. According to the survey conducted in the first phase, 66% of students reported using e-learning and flipped classroom methods, while 34% indicated that these methods were not employed. Furthermore, 50% of respondents rated the development of these methods in their universities as low, suggesting a lack of attention, familiarity among teachers, or reluctance to adopt them. To study the psychopathology of language and cognitive functions among children with special needs, the authors used the ASEBA questionnaire algorithm. It allowed for a survey among children from specialized classes, mixed classes (E-learning and flipped classroom), and control classes. Each group consisted of 50 people, there were three classes in each category. The ASEBA questionnaire revealed information about various aspects of the psychological functioning of children, including their behavior, emotional state, social adaptation, as well as problems with language and communication. The use of the questionnaire in different types of classes helped to compare the results between groups and identify features and differences in the psychopathology of language and cognitive functions in children with special needs. The findings can contribute to a deeper understanding of the psychopathology of language and cognitive functions in this category of children.
摘要：
该研究分析了现代电子学习和翻转课堂在全纳教育中的方法，关注他们对动机的影响，学业成绩,以及教育过程的有效性。该实验涉及来自阿拜哈萨克斯坦国立教育大学的648名一年级和二年级学生，喀山联邦大学埃拉布加研究所(分院)，和I.M.谢切诺夫第一莫斯科国立医科大学。根据第一阶段的调查，66%的学生报告使用电子学习和翻转课堂方法，而34%的人表示没有采用这些方法。此外，50％的受访者认为这些方法在他们的大学中的发展程度很低，表明缺乏关注，教师之间的熟悉，或不愿采用它们。为了研究有特殊需要的儿童的语言和认知功能的心理病理学，作者使用了ASEBA问卷算法。它允许对专业班的孩子进行调查，混合班（电子学习和翻转课堂），和控制类。每个小组由50人组成，每个类别有三个班级。ASEBA问卷揭示了有关儿童心理功能各个方面的信息，包括他们的行为,情绪状态,社会适应,以及语言和沟通方面的问题。在不同类型的班级中使用问卷有助于比较小组之间的结果，并确定有特殊需要的儿童的语言和认知功能的心理病理学特征和差异。这些发现有助于更深入地了解这类儿童的语言和认知功能的心理病理学。
