ORGANIZING AN EARLY INTERVENTION MODEL FOR CHILDREN WITH SPECIAL NEEDS IN THE REPUBLIC OF KAZAKHSTAN

Abstract

This article examines organizational models of early intervention for children with special educational needs in the Republic of Kazakhstan amid the modernization of the inclusive education and family social support systems. It analyzes the regulatory framework for the operation of early intervention services, interdepartmental cooperation between healthcare, education, and social protection organizations, and mechanisms for supporting families from the moment the risk of developmental disabilities is identified. Particular attention is paid to the structure of teamwork among specialists (a special education teacher, a speech therapist, a psychologist, and a social worker), the principles of a family-centered approach, and the individualization of correctional and developmental programs. Existing models—medical, psychological, pedagogical, and interdisciplinary—are considered, along with their advantages and limitations. The need for an integrative model of early intervention based on the principles of accessibility, continuity, and digital monitoring of child development is substantiated. It is concluded that effective early intervention reduces secondary disabilities, promotes successful socialization of children, and improves family quality of life.