Keyword: «kazakhstan»

The article is devoted to highlighting the basic forms of working with text in the classroom with Kazakh students at a technical university, which will contribute to the development of students' communicative competence. It is noted that communicative competence implies the ability to communicate in a given language in order to achieve one's goals. The main types of work with the text are the perception of the text, the definition of the topic and the main idea of the text, commenting, working with texts of different styles, the ability to express one's opinion, one's point of view on the problem posed in the text, communication based on the text, compliance with oral and writing, creating your own text, etc.

Industrialization of the USSR in the late 1920s and 1930s required a significant expansion of the fuel and mineral resource base for the development of heavy industry. In order to increase the natural resource potential and carry out scientific exploration work, the Council for the Study of Productive Forces was created under the Academy of Sciences in 1930. In the mid-1930s, the Council organized a number of expeditions on the territory of the Kazakh SSR to study the region's natural resources and identify opportunities for settling the territories, which resulted in the discovery of new mineral deposits and the preparation of plans for agrotechnical measures for the development of agriculture.

This article presents a study of the readiness of teachers of secondary schools in Kazakhstan to work with children with autism spectrum disorders (ASD). The study was conducted through a survey of 150 teachers from schools in Petropavlovsk and villages in the North Kazakhstan region, in order to determine their level of knowledge about ASD, experience working with children with ASD, and assess their professional competence in this area. The results of the study showed a significant gap between the necessary and the available level of teacher training. The majority of teachers surveyed noted a lack of specialized knowledge and practical skills in working with children with ASD, as well as the need for additional professional development programs. The results obtained are relevant for the development of strategic plans for the development of inclusive education in Kazakhstan.