PEDAGOGICAL EFFECTIVENESS OF DIFFERENTIATED INSTRUCTIONAL TASK DELIVERY FOR UNIVERSITY STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND SPEECH DISORDERS

Abstract

Modern research shows that students with speech impairments face pronounced difficulties in oral communication, which affects their academic performance, and differentiation of the assignment format is considered an effective tool for improving educational equality in inclusive higher education. As part of this mixed-design study, a survey and comparative experiment were conducted with students with dysarthria, logoneurosis  and rhinolalia. The length and accuracy of the response, smoothness of speech, and subjective confidence were analyzed. The data obtained indicate that the use of a written format and visually supported responses increased the volume of responses, reduced the number of speech difficulties and increased student confidence, which is fully consistent with international research on the pedagogical effectiveness of differentiation and multimodal support. The scientific novelty of the research lies in the fact that for the first time it has been empirically shown that the written format does not simplify academic requirements, but allows students with speech impairments to express their understanding of the educational material more precisely and more deeply. The practical significance lies in the fact that the results confirm the need for the systematic introduction of differentiated forms of assessment in universities in Kazakhstan and the development of methodological recommendations for teachers working in inclusive education.