WAYS TO DEVELOP THE ABILITIES OF CHILDREN WITH SPECIAL NEEDS | Tazhi Akzhaiyk Bayankyzy. Работа №316605

WAYS TO DEVELOP THE ABILITIES OF CHILDREN WITH SPECIAL NEEDS

Akzhaiyk Tazhi

Korkyt Ata Kyzylorda University

Annotation. The scale and complexity of modern social changes require improvements in education. These requirements can be fulfilled by implementing new teaching models with varied content, methods, and technology usage. Such development is necessary to implement within the framework of the intensive development of technology of informatization of society due to the current state of society where technology is thriving each day. Therefore, it is vital to effectively organize the teaching process, mainly in schools with ordinary children and children with special needs. This article describes the features of the development of the abilities of children with special needs, ways of psychodiagnostic the development of special children's musical skills, and the organization of correctional and developmental work.

In the article, the author considers the methodology of using inclusive learning technologies in music lessons and, through research work, proves that inclusive learning technologies have full potential for scientific theoretical knowledge and wide application in their practice. In this regard, the author has developed several methodological recommendations, considering the special importance of inclusive learning technology. In particular, they are as follows: a) in classes where the methods of inclusive learning technologies for schoolchildren are used, their interest is significantly increased; b) ensure that the teacher often uses inclusive teaching methods in the classroom; c) scientific and educational and methodological support of the educational environment; d) prepare all the resources necessary for the successful assimilation of innovations; e) select methods and methods of Inclusive Teaching Technology in music so that they reveal an effective topic, and systematically thoroughly organize the topic; f) transfer of musical and aesthetic education to the student should be carried out in the direction of developing cognitive activity and thinking. For example, the feeling of beauty and empathy, the desire to act, are directed to psychological health. g) The musical and aesthetic activity of the student allows moral and aesthetic development.

Introduction. Over the years of teaching children worldwide, loads of experience have accumulated. This has helped to create conditions for adaptation and development in the local cultural environment, creating conditions for a vital, dynamic living organism. The success of inclusive education is largely determined by the work of all the preschools mentioned above and school education, as well as management and staff. To implement these actions, it is necessary to use a set of measures at all levels of inclusive education, such as:

- technical equipment of educational institutions to create a barrier-free environment (ramps, specially equipped toilets, elevators, physical therapy rooms);

- the creation of a favorable medical and psychological, educational environment for the adaptation of disabled people in educational institutions;

- training of specialists in higher education for the inclusive education system;

- adapted educational programs for students with disabilities;

- individual lesson plans developed jointly by their parents for students with special needs;

-disclosure of the musical abilities of these individuals as specialists, providing them with regulated legal and financial rights in the educational process.

In this regard, several innovative teachers (I. M. Cheredov, V. K. Dyachenko, M. Zhanpeisova, K. Karaev, G. Erkebayeva, etc.) are considering effective ways to organize the educational process while studying new teaching technologies and finding ways to improve the effectiveness of the use of many different forms of the learning process. There is, however, still yet to be a clear understanding of the exact form of teaching needed. V. P. Bespalko, Z.A.Karaev, S.T.Taubaeva, B. T. Barsay, D. M. Zhusibalieva, M. V. Klarin, K. U.Karieva, S. A. Kushimbetova, K. Kabdykairovich, A. A. Saipov, G. K. Selevko, B. K. Tulbasova, L. A. Shkutina, and others became the basis for the research on methods, conditions, didactic and methodological foundations of the use of active teaching skills in the field of education. Currently, in school practice, in addition to the existing types of classes, the use of non-traditional ones and inclusive learning technologies is widespread. Such non-traditional forms of organization of training work are often built based on their methods. The idea is to show that each lesson has a lot of educational opportunities and raise it to a new qualitative stage.

In this article, we identify the musical abilities of special children through the use of inclusive learning technologies and identify ways to improve them in teaching music. Therefore, we consider it appropriate to reflect the main tasks of the state policy in the field of inclusive education for children in need of special education, which are:

• Determination and legislative strengthening of the status of social and educational organizations that implement integration technologies in education;

• Close cooperation, cooperation of scientists and practitioners, expansion of the process of access to general education by government, public organizations, mass media, and people with disabilities, the formation of positive social relations in the practice of socio-cultural and educational integration, ensuring the implementation of educational programs for teachers, working in the conditions of integrated education.

The process of further implementation of inclusive education in the Republic of Kazakhstan should be covered by state bodies, the parent community, the family, educational bodies, and organizations to be comprehensive. However, in the association of legal documents of the Republic of Kazakhstan, "inclusive education" is mainly used to describe teaching children with disabilities in basic schools. Taking these issues into account, inclusive education formulates teaching methods based on the individual views of the student, taking into account all personal qualities, abilities, features of development, type of temperament, gender, family culture, and other relevant conditions.

Positions of the state policy in the field of inclusive education for children in need of education[1]:

1. Warranty position. Stability of state assistance and support for families with children needing education and the creation of new and existing social services.

2. Position on the implementation of Human Rights. The state policy of social integration of children in need of Special Education recognizes the essence of each person, assistance and support for children with disabilities regardless of their family, psychophysical status, equal rights of persons with disabilities, their family members, social status, religious beliefs, nationality, place of residence.

3. The position of social responsibility of the family. Recognition of the sovereignty and responsibility of each family for the education of the spiritual and physical development of a person, decisions regarding the development of people with disabilities, state policy based on the principle of independence and independence of the family, and the determination of its life.

4. Scientific position. Development of theoretical and methodological foundations of social integration of children, analysis, and monitoring of the integration results, independent examination of the effectiveness of implemented technologies, assessment of decisions made based on comprehensive knowledge, and scientific analysis of the essence of scientific problems.

5. The position of access to information. To critically analyze the problems of studying the accessibility of persons with disabilities in general, secondary, special Secondary Higher, and additional education, measures for the introduction of social experience into society, ensuring the availability of materials by all interested groups based on the results of the specifics of the implementation of scientific and methodological developments.

6. Systematic position in implementing technologies in inclusive education for children in need of special training. Family (first level) requires the practitioner's family to carry out social work. The rest are preschool educational institutions (second level), educational organizations such as schools and additional education (third level), institutions of further vocational education and vocational education ( fourth level), and comprehensive medical, social, psychological, educational, and legal support services (fifth level).

7. The principle of comprehensive implementation of all forms. For children with disabilities, the types of inclusive education for interpersonal communication, their introduction to identifying opportunities for achieving goals.

8. The position of multidisciplinary educational organizations. This position is primarily the creation of centers for providing social and psychological medical services in educational institutions.

9. The complementary position of domestic and international experience in inclusive education for children with special needs.

Thus, the problem of inclusive education is controversial and complex, but most importantly - it touches the significant interests of people on the social issues of its decisions. An inclusive society is impossible without inclusive education: the selection and segregation of children based on the socio-economic situation of their parents, abilities, mental and physical, linguistic, cultural, ethnic, religious, and other differences led to the aggravation of the social conflict, violence, and instability in the country are too high a price to pay. Accordingly, society provides any person with the right and needs opportunities to choose the type of education depending on their interests. Latitudinal proposals in the field of education should be provided. In a clever solution to the problem of implementing inclusive education, it is unacceptable to violate the constitutional rights of people with developmental disabilities and social discrimination, without which the Republic of Kazakhstan cannot be a civilized country. Co-education of children with special needs with normal children is the most relevant and delicate issue in modern society. I intend to consider these issues within the framework of the discipline of music, i.e., it is a revelation to all of us that music has an extraordinary power that directs a person towards morality and virtue[2].

Research methods. In the course of the study, theoretical and empirical methods were used.

Discussion and results. New approaches to teaching and learning understanding learning from a socio-inclusivity perspective are at the heart of these "new approaches to teaching and learning." Children with disabilities are active learners who build their understanding based on their research and social interaction. Pedagogical approaches, better known as" teaching and learning based on dialogue," metacognition, or" learning how to learn," are used as critical modern interpretations of the ideas of social inclusivity. Although the ideas considered in all seven modules can be considered new approaches to teaching and learning, we only consider "learning through dialogue" and "learning how to learn" as new methods because they are closely related to the socio-inclusivity approach. Teaching and learning based on dialogue is a dialogue between students and shows that dialogue between teacher and student is a trick that helps students organize and develop their thinking. "Learning how to read," or metacognition, shows students how to help them understand and take on the responsibility of accumulating knowledge to continue learning independently.

The technology of inclusive learning has the following didactic approaches, which are mainly used when conducting classes:

- Reasoning, T-table, Venn chart, prediction, clusters, table of easy and difficult questions, think, pair, like-minded, pre-given names, big circle, double circle, three questions about names, free writing, "I already knew about …, I want to know about …, I found out …", Round Table, three-step interview, Group study, large-scale lecture, asking questions, asking questions again, double entry diary, three entry diary, sign reading (INSERT), jigsaw, jigsaw-2, conflicting discussion, aquarium, essay, and others.

In addition to such techniques, asking questions is one of the essential skills because if the question is asked correctly, it becomes an effective teaching tool and can support students' learning and improve and expand it.

The role of music in the personal development of children who need special training is very high.

Music seems to have been created with the Earth. All the natural sounds in nature make up this great music. The rattle of water, the rustle of grass, the rustle of rocks, the hum of the wind, the rumble of Thunder, the rattle of rain-all this is music. Moreover, the singing of birds in nature, especially the bird market on the shores of the sea and ocean, is a real state of affairs. If you can listen, the state of nature is too separate. Initially, humanity, striving to find sounds of the same nature, to recognize the mysterious properties of natural sound, has matured and reached our music today.

There is no nation in the world without music. Music is common to humanity. Even the most touching and magically beautiful word, like music, cannot affect human feelings. D. Shostakovich:"...if we are music, we can only say that we are human beings, the music is not necessary." If the influence of music could be expressed in language and words, then there would be no need for music.

Therapy - when translated from Latin, means the concept of treatment, then it turns out that music therapy is treatment with music. Today it is impossible to imagine life without music. At home, in the car, outside, in the office, at work, everywhere music is with us. Humanity knew too long ago that music has healing properties. If we consider the human body as a musical instrument, the heartbeat will be the most incredible rhythm. At the same time, the heartbeat when a person is afraid, worried, or delighted becomes real rhythmic music. It is known that plants that do not have a soul grow quickly with good music and give a good harvest. The fact that music can also influence Souls is not new today. Music that affects the soul, feelings, and mood of a person-the Kazakhs compared it to the mumbling of Tengri.

While Democritus, the great thinker of the ancient Greeks, said: "with the Magic Clay of the flute, you can cure some diseases," Hippocrates used music to cure all diseases. While Plato, Aristotle, and Pythagoras recognized that music has healing properties, Homer said that music helps a lot in dealing with negative emotions.

Dividing music into seasons, day and night, and various diseases have their music, with what music to cure diseases, the ancient Indian healers and sophists knew down to the details. In Muslim countries and states: in the Abbasid Caliphate (750–1257) and the Ottoman Empire (XIII-XV), music therapy, aromatherapy, water therapy, and treatment with verses from the Koran were widespread and gave very good results. It has been used a lot with music therapy, especially for the treatment of nervous disorders. The people who were depressed and spiritually depraved were also treated with listening to good music.

Scientists of the ancient Chinese state knew that with music it is possible to master the human consciousness. And the emperors, by special order, listened to one work for each day of the year; that is, for 365 days, each day had its special work. As the famous historian of China, Sima Qian, said: "As for music, it has always delighted the wise men, who were able to cleanse the souls of the people through music. The influence of music is so strong that it can change people's behavior and traditions, so the leaders of the past watched the people listen to sound music."

When it comes to the musical culture of the Turkic-speaking peoples of Central Asia, including the Kazakh people, the musical heritage from that time to the present day attracts attention as real evidence. This is evidenced by the famous kuis1 of Korkyt Ata, who gave birth to Akylgoy Abyz, Batagoy Dana, and an instrument called "kobyz," common to the Turkic peoples. Along with Korkyt Ata, the works of our great scientists from the Kazakh steppes were added to the musical culture of the peoples of the world with great discoveries. "The Great Book of Music" by Al-Farabi (870–950), "The Book of healing" by Abu Ali Ibn Sina (980-1037), "collection of melodies in the science of music" by Abdulkadyr Ibn Gaibi Maragi (XIV-XV), "Aitys of musical instruments" by Ahmadi (XV), "musical treatise" by Vitamin Ali (XVI), etc. Al-Farabi's "the Great Book Of Music" deeply analyzes such topical issues as the theory of music, the history of its origin and formation, the psychology of the perception of music to the heart, and methods and techniques for performing musical works5.

It has been scientifically proven that when the balance of the Biofield of the human body changes, it puts the state of his health in uncomfortable conditions. Such collars negatively affect the normality of a person's mood and put him in an awkward position. The change in the psychological equality of the human thought system increases. Due to a change in a person's mood, the stability of his bodily biocompatibility fluctuates, and a sign of illness begins to be felt in some organs of the body. Unique music, songs, and sounds, which have an impressive healing secret, are used today not only in the field of world folk healing but also in the system of modern medicine based on special scientific definitions. It is noted that music, songs, and sounds are also healing, healing, and counterproductive. The usefulness of listening to comfortable, gentle music is revealed to have a sweet sleep in a person's soul, to be in peace.

Music and singing can be called pure transparent medicine that does not contain chemical poisons, does not poison the human body, creates a feeling of pleasure in the soul, has a strong psychological effect; and I have been able to determine the positive effect by experimenting in my almost twenty years of healing. Such definitions can be seen in the enthusiastic comments left by the healer in the opinion and recommendation journals, with the provision to the healer by the patients themselves. Many sick people felt that after their illness, under the influence of music and singing, they began to recover, and their mood began to improve. Russian doctor-Hilary A. Zataevich on the healing nature of music: "Music has a beneficial effect on our interaction and communication with the people around us. Not all the music you listen to can be enjoyable. Each music has its listener. That is why the type of music is distinguished by its therapeutic benefits for Health " [3].

But it turns out that the influence of different music also differs depending on the individual psychology, illness, social status, and place of the social circle of each person. For example, patients themselves have noticed that someone's nerves are stimulated by music, songs, or pop songs, and symphonies and slow songs are stimulated or, conversely, influenced by fun. The music, which vibrates the soul, and resonates with the cosmic system, has long been observed by people and scientists who are rich in the systematic development of both man and animals and living organisms.

Since any song and tune has its rhythm and rhythm, which has a special meaning, its significance depends on the ability of the singer and musician to perform and convey it to the people, and the effect is different.

In ancient times, when Kazakhs listened to songs and sayings in the morning without falling asleep, they rested, and this is the healing property of art. Currently, the healing properties of sound have also been studied and begun to be used in the field of Health Improvement. Music researcher H. I. Khan said: "Music does not develop the art and poetry of a person; it raises and heals the spirit of a person. Music is both an art and a science," [4] emphasizes that the pure sound, rhythm, and sound effects of music create various Wave healing energies. "I don't know," he said. For example, it has been found that high-tone sounds at the call to prayer and the loud sound of the bell in the church destroy microbes of diseases that affect the interval, quickly spread flu, etc.

Researchers are scientifically studying and developing concepts that the main principles of sound healing are resonance, rhythm, tone melody, harmony, the scale of sound, timbre, thoroughness of flow and wave, and power of sound. Ted Andrews studied the secrets of the basic principles of sound healing and said about its healing feature: "high – tone sound is a very powerful force. The effect of sound is also similar to prayer, music, song, and mantra. Sound plays the role of a means of communication in the environment of people and the sound manager. Sound determines the state of our health and the state of consciousness at the moment. The healing sound is directed to the chakras in the physical body of a person and continues its healing properties" [5].

However, since people do not have the same auditory, perceptual, and sensory abilities, their perception of the final impression and perception will also be different. Music and singing, acting on the cells of the human brain, stimulate and customize its pulsating rhythm, improve function, and help relieve fatigue. New energy is created in human organs, and the organs are cleansed of old energy and fed with new energy. A person's faith awakens, and he strives for a new cause. Music is not chosen by the nation. The sound, rhythm, and power of influence of music can also affect the entire human race.

Currently, there is a growing interest from society in methods that create a positive impact on the human body and psyche through art, music, through literary works of various genres. One of the most important areas of psychotherapy is art therapy, music therapy, and fairy-tale therapy, originally used only for patients who are sick, sick, or in a holiday home. However, now its scope and scope are expanding. Now, these methods are used favorably to develop a person's creative abilities [6-7].

Considering the power of this in music, we want to increase the musical abilities of children with disabilities in the subject and interest in the lesson in general.

First of all, we study the following components of material activity in diagnosing the level of development of musical abilities by experiment:

· Personality, value orientations (components of motivational, cognitive, operational –musical-aesthetic beliefs);

· Level of understanding of visual means of the musical language;

· Improvisation in playing music.

· We use musical play to determine the emotional perception of students.

The following table defines the criteria for diagnosing the level of development of tempo and rhythm abilities:

Table 1. Criteria for tempo and rhythm:

Meter

Tempo

Rhythm

Motor skills

Walking and running in one tempo

uniform

slow

fast

accelerating, decelerating

uniform

dotted

Motor skills

Hand fingers (clapping hands, drumming)

Joined tasks

Adequate response to tempo and rhythm musical effects

Table 2. Typology of the level of tempo-rhythmic development of musical ability

Level of development

Task criteria

Type of movement

Low

Uniform tempo (=60) muscle coordination

Stepping in accordance with the musical fragment

Average

Tempo differentiation (smooth, slow, fast) muscle coordination

Stepping uniformly

Stepping slowly

Running

Making 2 small and 1 big step

High

Acceleration and deceleration

Stepping uniformly or running

Making 2-3-4 movements

Diagnosis of a high sense of sound

Listening Test

A cat and a kitty

Purpose: to determine the level of diagnosis of high sound formation.

- In the dark forest, the cat and the kitty are lost and the listener must listen to how they meow

Table 3. The diagnosis of the sensation of high volume

Task

Sounds

(first octave, second octave)

Points

The right answer

1.1.

mi1 – sol2

1

cat - kitty

1.2.

sol2 – fa1

2

kitty - cat

1.3.

fa1 – fa2

3

cat - kitty

2.1.

fa2 – sol1

1

kitty - cat

2.2.

mi2 – sol1

2

kitty - cat

2.3.

la1 – mi2

3

cat - kitty

3.1.

la1 – re2

1

cat - kitty

3.2.

re2 – si1

2

kitty - cat

3.3.

do2 – si1

3

kitty - cat

Evaluation criteria:

* High level = 7-9 points (3+3+3; or 3+3+2; or 3+2+2);

* Average level = 4-6 points (3+2+1; or 3+1+1; or 2+1+1);

* Lower level = 1 – 3pay (2+1+0; or 1+1+1; or1+1+0; or1+0+0).

Diagnosis of timbre sensation

Diagnosis of sound identification sense.

Table 4. The diagnosis of Timbre sensation

Musical sound, melody, timbre of the fragment

Vocals

Instruments

Children

Women (soprano, alto)

The man (tenor, bass)

Choir a capella (children, women, men)

Orchestra

Timpani

Xylophone

Tambourine

(Flute, bassoon, clarinet)

(Trumpet, french horn, trombone, saxophone)

(organ, accordion, accordion)

(Violin, cello, double bass)

(Guitar, harp, balalaika, psaltery...)

(piano, harpsichord)

Children's instruments.

Folk instruments.

Symphonic.

Diagnosis of a sense of musical form

Test "Unfinished melody"

Purpose: to diagnose the level of development of the sense of completion of musical thought.

It is necessary to determine when certain melodies are played and in which tactics they are stopped.

Melody 1 - the last tack is not played;

Melody 2 – played to the end;

3-the last phrase is not played;

4-ending in the middle of the second phrase;

5-play to the end.

Evaluation criteria:

Weak level - correctly defined points 1–2;

Average level- 3-4 points defined correctly;

Upper level - 5 points are correctly defined.

We offer the following lesson plans using innovative learning technologies:

Music lesson. Class 2"A"

Lesson topic:

Master of kui “Kazangap”

Lesson goals:

To introduce students to the power of Kui and the life of the famous kuishi2 Kazangap, to acquaint students with the essence of the specifics of the Kazakh people's art..

Lesson outcomes:

Students will become aware of kui, kuishi and the life of the master of kui Kazangap.

Students will be able to sketch the types of Kazakh art.

Students will divide into groups and prepare a theatrical performance.

Main ideas

Formation of students' teaching skills through work in small groups

Task sources

Research using additional sources (preparing and presenting a poster)

Reading, critical analysis of the text

Open questions

Writing an essay

Lesson visualization

Interactive whiteboard, slide, sticks, posters

Type of lesson

Mixed

Motivational stage of lesson

Concentrating the attention of students through a riddle:

The fog is me and the cloud is me,

The river is me and the ocean, too.

I will sparkle just like a moon,

And I will ring and laugh.

(Water)

Checking homework

1. listen to the students ' understanding of the composer and the folk composer Dauletkerey in the context of the read and received text and discuss it with the whole class.

2. Familiarization with the works of students who studied Kui composers.

3. Sing the song “Koshakanym kaida eken? (Where is my lamb?)” to the students of the class.

New information

What is a kui?

Who is a kuishi?

What connects a kui and a kuishi?

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Based on this diagram, the relationship between kui and kuishi will be analyzed and revealed.

Working with the text "Master of kui “Kazangap”"

A wide focus on the life and art of Kazangap

Listen to the kui “Kokil”

Working with children with special needs

Questions:

1. What is the peculiarity of the Kui genre among music ?

2. Who is Kazangap?

3. What impression did you get when listening to the kui “Көкіл”?

Tasks:

Write an essay on the topic "Kui"

2. After listening to the kui, students are instructed to write down on paper what they thought or imagined at the time of listening to it.

3. Correlate the content of the text with the kui and the essays written by students.

Conclusion

Ask the students “What impression did the life of Kazangap and the art of kui leave on you?”

Evaluation

Mutual evaluation in pairings (Verbal communication)

Students must include the following phrases in their speeches:

“My partner did a great job with …”

“Our team succeeded at …”

At the end of the lesson:

Students are asked to leave feedback using the following phrases:

“What we learned in today's lesson ...”

“It was very difficult for me to ...”

“I liked ...”

Homework

To read and retell the text “The master of kui “Kazangap””

Music lesson. Class 3 "A"

Lesson topic:

Puppetry

Lesson goals:

Cognitive:

to introduce students to the knowledge of the tricks of the world, to educate students in love with dolls, to increase the ability of students to sing;

Emotional:

Develop their attention through the formation of a psychologically positive environment,;

Social:

Creating conditions for achieving collective results;

Lesson outcomes

Students will understand in that dolls are not only a toy, but also a cultural tool that reflects the peculiarities of each nationality.

Main ideas

Through interactions during the lesson, the student will demonstrate his/her own cognitive abilities. By developing these abilities, he/she will actively participate in the lesson

Task sources

Research using additional sources.

Critical analysis of the text.

Asking open questions.

Expanding ICT skills.

Lesson visualization

PowerPoint presentation, pictures depicting winter.

Lesson type

Repetition

Motivational stage of lesson

1. The teacher says the following:

- Children, look out the window. The sun is shining brightly outside. It is shining on us. The light is spreading over you and warming your souls.

- Come on, let's give warmth around us, and don't let a smile disappear from your faces like the eyes of the sun.

2. Concentrating the attention of students through a game “Fill in the lines”.

New information

Discussing the topic of “dolls and puppets” and exploring the origin of puppetry:

There are various national puppets around the world such as the Russian Petrushka, the French Polyclinelle, the Italian Pulchinella, the German Hanswurst, the English Punch, the Czech Kashpareg and the Turkish Karagez. The oldest of these dolls is Pulchinella. He is 500 years old. There is a story about how Pulchinella lived for many years in a box with a small hole. He then started to perform by pulling his head out of the hole in the box. All the other dolls are over 200-300 years old.

“The dance of Orteke”. The dance must be demonstarted on the interactive whiteboard and the teacher should talk about its origin. The very first puppetry of Kazkahtsan was called “Orteke bii (The dance of Orteke)”

Listening and learning the song “Menin azhem ondai (My grandmother is like that)”.

Working with children with special needs

Question: “What songs do you know about dolls?”

Conclusion

Ask the students: “What topic did we cover today? What new things did we discover about dolls and what songs did we learn?”

Evaluation

Students are asked to leave feedback using the following phrases:

“What we learned in today's lesson ...”

“It was very difficult for me to ...”

“I liked ...” (Verbal communication)

Homework

To draw their favorite doll and memorize the lyrics of the song.

Conclusion

So, based on the results achieved during the study, it was possible to draw the following conclusions:

1. Examining scientific and pedagogical literature showed that in the framework of inclusive learning technology, various initiatives and innovations in the educational space are reflected as a result of accumulation and transformation.

2. The importance of inclusive learning technology is manifested in the fact that it includes a series of targeted actions to achieve new results.

3. We must say that today the use of inclusive learning technologies in music is not enough. Moreover, we are convinced of the need to use this technology in practice in music lessons.

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traditional Kazakh instrumental play