The Scientific Journal of the Modern Education & Research Institute, №21, 15 November 2022

scientific journal of the modern education & research institute • The Kingdom of Belgium

Scientific Journal of the m odern e ducation & r esearch i nstitute

scientific journal of the modern education & research institute • The Kingdom of Belgium

IN CooPEraTIoN wITH oUr MEMBErS:

Around the world, universities are still recovering from the consequences of the pandemic. The transition to «temporary» distance learning has proven to be the be ginning of irreversible, accelerating changes in education. The growing turbulence caused by demographic shifts, geopolitical challenges, changing job requirements, and high student expectations for quality digital experiences is threatening the existence of universities that are unable to adapt to the new realities of the sector.

Yes, the coming academic year is a post-covid time. But are all the changes we’re seeing today related to just that? Obviously not. Before covid, we entered smoothly, and after covid, we broke right into the post-modern era.

For a very long time, universities considered themselves indispensable to students in higher educa tion. In a demand-driven economy, however, it is only a matter of time before students take control of the higher education market, as well as its main currency, academic credit.

The value of this currency is based on a combination of grades, the relative value of the academic program, and the status of the institution granting the credit. When students realize that academic credit is not equivalent to «learning» and that they can validate their learning in other ways, we will be in a very different market.

One of the central roles in this aspect belongs, of course, to technology. Digital technology is helping to create new ecosystems for learning and knowledge creation. Today’s technology is reinventing higher education, just as it is reinventing many other industries. In a world of «work from anywhere,» people also want to «learn from anywhere. New educational platforms are emerging to meet this demand!

ekaterina tsaranok Director, Modern Education & Research Institute

scientific journal of the modern education & research institute • The Kingdom of Belgium

1. akhmetova daniya, asiya timiryasova, ilona morozova, alexander Zharinov

DIGITAL TECHNOLOGIES IN INCLUSIVE EDUCATION

Kazan Innovative University named after V. G. Timiryasov, Kazan, Russia ............................................ 9

2. akhmetova daniya, ilona morozova, aleksandr Zharinov

ADDITIONAL EDUCATION IN A CULTURALLY DIVERSE ENVIRONMENT: MODERN CHALLENGES

Kazan Innovative University named after V. G. Timiryasov, Kazan, Russia 14

3. Kalandarishvili maya, tamar tukhashvili, tinatin sabauri, tamar elbakidze

RESEARCH OF ATTITUDES OF PARENTS OF STUDENTS WITH DISABILITIES TOWARDS INCLUSIVE EDUCATION

St. King Tamar University of Patriarchate of Georgia, Guram Tavartkiladze Tbilisi Educational University, Tbilisi State University, Tbilisi, Georgia................................................................................... 17

4. Kojobekova Gulbubu, muratova adina

METHODS OF LANGUAGE RESEARCH

International University of Kyrgyzstan, Bishkek, Kyrgyzstan 23

5. Kostsova alexandra, alexey l eshukov, Gulnar mugzhanova, Yuri Popov, olga eismont

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF THE FORMATION OF STUDENTS' CREATIVE ABILITIES

Kokshetau University of Abai Myrzakhmetov, Kokshetau, Kazakhstan ................................................. 26

6. Yadav manoj, sanober sheikh

COMPARISON OF INDICATION OF HIP REPLACEMENT IN DIFFERENT AGE GROUP AND ITS EFFECT

International Higher School of Medicine, Bishkek, Kyrgyzstan 29

scientific journal of the modern education & research institute • The Kingdom of Belgium

diG ital technolo G ies in inclusive education

Daniya Z. akhmetova (ahmetova@ieml.ru) asiya V. timiryasova (timirasova@ieml.ru) ilona G. Morozova (imorozova@ieml.ru) alexander V. Zharinov (zharinovav@ieml.ru)

abstract

In the article the authors appeal to one of the relevant issues – using digital technologies in inclusive educational process. The main concepts of the study are analyzed: technology, inclusive education, digitalization and digital technologies. The authors justify the specifics of using specific digital tools in correctional and developmental work with students with physical and intellectual disabilities.

The results of the study of the digitalization in educational organizations of the Republic of Tatarstan are also presented. These results allowed to plan specific steps for the develop ment of professional competencies among teachers of all educational levels in using digital technologies in inclusive educational process on a person-centered basis.

Keywords: inclusive education, digitalization, digital technologies, person-centered ap proach, students with disabilities.

Nowadays serious changes take place in all spheres of our society. These changes are connected with the intentions of many governments to improve the technological progress in their countries, the quality of their citizens’ life. In modern conditions the technological progress can’t be realized without the intensifica tion of digitalization.

Currently, digital technologies are widely used in the education system: many teachers in educational organizations have already mastered distance learning tools, database automation and processing tools, video-audio tools, etc. At the same time inclusive education has become an important issue in education at all levels. Therefore the process of digitalization in inclusive education has attracted much attention of teachers, defectologists, psychologists, special education teachers. This area of research is still not deeply studied; there are many important aspects of this issue such as: finding the right digital technologies for children according to their mental and physical disorders, teachers’ digital competence in inclusive educa tion, psycho-pedagogical support in digitalization, students’ motivation in learning process using digital tools.

Nowadays Research Institute of Pedagogical Innovations and Inclusive Education of Kazan Innovative University named after V. G. Timiryasov (Kazan, Russia) realizes the research in the framework of the federal innovation project «Design and implementation

Kazan innovative university named after V. G. timiryasov, Kazan city, Russia

of training programs for pedagogical, scientific and scientific-pedagogical staff in the field of digitalization of inclusive education». The main idea of this innovative project is the search, analysis and correct selec tion of digital technologies for further application in inclusive education system using person-centered ap proach. In order to realize this idea we carry out 5 steps of research:

1. Exploring digital technologies available for inclusive education.

2. Analysis of digital technologies in the context of applying them for children with special disor ders.

3. Characterizing digital technologies and exploring the methodology that can foster an inclusive educational practice and correctional practice.

4. Identifying risks and barriers of digitalization in inclusive education.

5. Designing and testing training programs «Digital technologies in inclusive education» for teachers at all education levels.

The theoretical study was carried out by us and was aimed at identifying the essence of such concepts as: «technology», «inclusive education», «digital technologies», «person-centered approach». The concept «technology» is studied by many Russian and foreign scientists: L. R. Fazleeva [4], I. P. Volkov [7], D. Z. Akhmetova [1], M. A. Choshanov [2]. Any pedagogical technology can be considered as a set of methods and techniques, which are used in the educational process. In our opinion, a wide definition of «pedagogi cal technology» was given by the famous scientist I. P. Volkov: «Pedagogical technology is a description of the process of achieving the expected learning outcomes» [7].

Digitalization in education is associated both with the automation of the educational process and with the construction of an educational system for students at their own pace. Kaur Harpreet writes that «digiti zation refers to the process of translating a piece of information such as a book, journal articles, sound re cordings, pictures, audio tapes or videos recordings, etc. into bits» [5]. Using digital technologies in a right way allows to intensify and accelerate the students’ success, helps students to assimilate the material, makes lessons more engaging, strengthens the interaction between students and teachers; the lessons are carried out with positive emotions. An appropriate definition of educational technology is given by UNESCO: «systematic way of designing, carrying out and evaluating the total process of learning and teaching in terms of specific objectives and employing a combination of human and technical resources to bring about more instruction» [3].

Another important concept of our research is inclusive education. Inclusive education is one of the main trends in the development of educational systems in the world. It provides all children without excep tion (children with disabilities, gifted children, vulnerable children, migrants, etc.) to receive a quality edu cation on an equal basis with other children, to participate in the life of the kindergarten, school, college, University, to adapt to society, to participate in social and cultural life of society.

Digitalization of inclusive education, in our opinion, should be realized taking into account the specif ics of children disorders (emotional, behavioral or physical), because it is necessary to provide students with assistive technologies that facilitate their motor skills (for children with musculoskeletal disorders), sensory perception (for children with visual and hearing impairments), education material assimilation (for children with intellectual disabilities). While designing the digitalization of the inclusive education system, we used the person-centered approach as a methodological basis. In modern researches this approach is considered as «a system of interrelated concepts, ideas, methods and actions to ensure and support the pro cesses of self-knowledge, self-building and self-realization of the child’s personality, the development of his/ her unique individuality» [6]. The person-centered approach implies the diagnostics of student’s personal characteristics such as: inclinations and abilities, cognitive processes (perception, attention, imagination, memory), bio– psychological features (gender, age), cultural background, individual skills, knowledge, in terests, aspiration. At the same time the person-centered approach implies taking into account psychopedagogical characteristics of children with special disorders.

We developed the model of using special digital technologies in educational and correctional work with children with disabilities (see Table 1).

scientific journal of the modern education & research institute • The Kingdom of Belgium

Table 1 . Model of using special digital technologies in inclusive education

disorders digital technology Benefits hearing impairments

visual impairments

Laboratory of Virtual Reality ZPACE

Software «I-communicator»

Laboratory of Virtual Reality ZPACE

Universal digital device for reading, listening to tutorials, reference books, textbooks, etc.

Laboratory of Virtual Reality ZPACE

• improvement of hearing perception due to active and passive multisensory sound stimulation;

• improvement of spatial and speech hearing.

• the program converts speech into text and gesture formats. A communicative environment is being formed for deaf children who speak written and signed language.

• improvement of visual perception through active and passive multi-sensory visual stimulation

• playback of «talking» books, converts text into voice format using built-in speech synthesizer

• improvement of speech development through auditory-visual perception.

speech disorders

Digital platforms for speech development (for example, AR Tutor)

Laboratory of Virtual Reality ZPACE

• improvement of oral speech, conversational skills, vocabulary

• training of motor functions, improving motor skills, adjusting the accuracy of limb movement.

musculoskeletal disorders

Digital platform «Planty Go»

• the work of the vestibular apparatus is improved, the muscles of the lower back and lower extremities are strengthened. This platform helps to improve memory, attention, speech, spatial representations, increase the ability to self-control; spatial representations are formed.

mental retardation

Laboratory of Virtual Reality ZPACE

Mobile App «AR Tutor»

Platform Cognifit

• reduces anxiety in children, discomfort, improves the psycho-emotional state;

• develops emotional intelligence.

• development of communication skills, thinking, attention, memory, visual-spatial representations.

• exercises are aimed at training and improving the mental abilities of the child.

intellectual disorders (including autism spectrum disorder)

Mobile Apps: e-PECS, «My communicator», «Autism: communication», «Language and cognitive therapy»

• improvement of conversational skills

At the same time, the following barriers should be taken into account when introducing digital tech nologies into inclusive education:

• cognitive (while the perception of educational material through digital technologies);

• content barriers (the language of the working device or software does not match students native language);

• didactic (students are not ready to study using digital technologies, and the teachers don’t have facilitation skills in inclusive education).

In order to enhance teachers’ competence in using digital technologies in inclusive education we de veloped the program «Person-centered selection and application of digital tools in correctional work for students with physical and intellectual disorders». The program includes the following chapters:

1. The legal basis of digitalization in inclusive education.

2. Methodological and psycho-pedagogical basis of digitalization in inclusive education.

3. Selection of digital technologies according to students’ nosologies.

4. Designing inclusive learning environment using digital technologies.

5. Person-centered approach to using digital technologies in correction of physical and intellectual disorders.

6. Educational consulting for parents in using digital tools in inclusive education process.

7. Practice and final exam: mini-projects of using digital tools in inclusive education and correctional work.

In order to assess the level of digitalization in inclusive educational organizations in Tatarstan Republic (Russia) the special survey was conducted. Teachers of 226 kindergartens, 361 schools, 41 colleges and 140 teachers of Kazan Innovative University named after V. G. Timiryasov participated in it. The results of the study are presented on the Diagram 1.

Lack of digital skills

Teachers' knowledge about students special educational needs and disability is very limited

Lack of motivation in teaching in digital environment

Lack of competence in using person-centered approach in educational process

All mentioned above

According to these results we can notice that that many teachers (54 %) lack digitals skills and deeper conceptual understanding of how to use person-centered approach in inclusive educational and correc tional process (19 %). This proves our hypothesis about the importance of enhancing teachers’ competence in using digital technologies in inclusive education in order to improve the effectiveness of educational and correctional work for students with disabilities.

scientific journal of the modern education & research institute

Diagram1. the results of the teachers’ survey to assess level of digitalization in inclusive education.

concluSion

Using digital technologies in inclusive education is a complex work which requires the knowledge of the methodological and psycho– pedagogical foundations of inclusive education, the ability to carry out correct selection of digital technologies, taking into account the nosology of students and the ability to implement a person-centered approach to teaching students using digital tools. Kazan Innovative Univer sity named after V. G. Timiryasov plans to develop, test training programs for teachers in the field of using digital technologies in inclusive education and to spread this experience in Tatarstan and other Russian regions.

references

Akhmetova, D. Z. Theory and methodics of education: textbook / D. Z. Akhmetova, V. F. Gab 1. dulkhakov. – Kazan: Poznaniye (IEML), 2007. – 184 p. Choshanov, M. A. Didactics and engineering / M. A. Choshanov – Publishing House: Binom. Lab 2. oratory of knowledge, 2010. – 248 p. Educational Technology. URL: https://unevoc.unesco.org/home/TVETipedia+Glossary/filt=all/ 3. id=647

Fazleeva, L.R. Developing of students’ leadership qualities using the technology of social design: 4. specialty 13.00.01 «General pedagogy, history of pedagogy and education»: dissertation for a de gree of a Candidate of Pedagogical Sciences / Fazleeva Leyla Rinatovna; Kazan (Volga Region) Fed eral University. – Kazan, 2022. – 217 p. Kaur, H. Digitalization of education: advantages and disadvantages // International Journal of Ap 5. plied Research. – 2019. – № 4. – P. 286-288. https://unevoc.unesco.org/home/TVETipedia+Glossary/filt=all/id=647 6. Practice of person-centered education: glossary. – 7. URL: edu.kpfu.ru/mod/glossary/view.php?id=341052&forceview=1

Volkov, I. P. One objective – many roads: learning processes design: textbook for teacher: From 8. work experience / I. P. Volkov. – M.: Education, 1990. –159 p.

a dditional education in a culturallY diverse environment: modern challenG es

Daniya Z. akhmetova (ahmetova@ieml.ru) ilona G. Morozova (imorozova@ieml.ru)

alexander V. Zharinov (zharinovav@ieml.ru)

abstract

The authors describe the modern challenges of additional education development in the culturally diverse environment taking into account current changes in socio-political situa tion in the world. Socio-pedagogical, scientific and technical, physical, touristic, artistic and aesthetic, natural science and patriotic directions are characterized and revealed in the prism of tendencies of society future development.

Keywords: additional education, culturally diverse environment, challenges, tendencies, inclusive education.

The current situation in the world contributes to changes in cultural, educational, scientific and tech nical interaction between countries; also the trajectory of cooperation between countries is changing. It should be mentioned that today a new intercultural space is formed where people with different beliefs and values meet, interact with each other. They can conflict or be friends, they can be opposite to each other in behavior or beliefs, or, vice versa, they can unite to set new goals, plans and realize projects in the future. In any case, such intercultural space is a place which is rich in feelings and emotions, transformations, protec tion, support and, unfortunately, sometimes insults or blame [2]. In addition, this is a place where prereq uisites for the subsequent development of all spheres of all life spheres are created, new ideas and scenarios of future development are born.

Let’s appeal to the phenomenon «сultural diversity». It is a broad term which refers to coexistence of diverse beliefs, morals, laws, customs, traditions, languages, abilities and disabilities, genders, ethnicities, races, nationalities of human beings. Cultural diversity unites individuals with different ethnic and cultural back ground, enabling them to share their experience and cultural heritage. There is UNESCO’s Universal Declara tion on Cultural Diversity, which characterizes this term in a broader sense. It says that «diversity is embod ied in the uniqueness and plurality of the identities of the groups and societies making up humankind» [4]. Сultural diversity can be considered as a source of exchange, innovation and creativity, it is the common heri tage of humanity and should be recognized and affirmed for the benefit of present and future generations [4]. Unfortunately, due to the lack of critical thinking in some people, incorrect information and cultural politics in the country, in such culturally diverse environment widespread confusion, discrimination, intol erance or xenophobia to other cultures, anger and ideological dogmatism can appear; it can happen because each person can protect and emphasize the veracity of only his/her own ideals, beliefs and culture. All mentioned above causes the necessity to look for ways to develop new val

Kazan innovative university named after V. G. timiryasov, Kazan city, Russia

ues and moral attitudes in younger generation, a sense of solidarity and, at the same time, respect for other people, cultures and nations. The humanity and mutual respect in a culturally diverse environment become more relevant issues.

Additional education as the whole education system is one of the most effective tools for developing important personal qualities and skills in younger generation. In modern situation the most demanded are the following skills: the ability to think critically, media literacy, flexibility and ability to adapt to the chang ing conditions, intercultural communication skills, determination, the feeling of civil identity and patrio tism, ability to show empathy. This process is effective due to the wide list of different directions for children development (socio-pedagogical, scientific and technical, physical and sport directions, touristic and local history directions, artistic and aesthetic, natural science and patriotic directions).

Different children come to institutions of additional education. These can be children with disabili ties, those children from refugee families, children of different nationalities and confessions, orphans. An inclusive approach to the organization of the educational process contributes to the formation of a culture of interethnic communication between people, to a successful process of socialization and adaptation. This approach also includes individual child characteristics, their needs as well as their cultural background in order to create a route for creative development and self-development, for effective educational process [1]. Building friendly relations between students in the educational space is the main educational tasks in addi tional education. Today inclusive education is one of the main trends in the development of educational sys tems in the world. It provides all children without exception to receive a quality education on an equal basis with other children, to participate in the cultural and social life, to adapt to a culturally diverse society.

As M. Smith mentioned, «modern education programs should be aimed at the formation of specific universal values such as: care, equality, freedom, nobility, diligence, honesty, kindness and respect» [3]. What targets should prevail in the system of additional education in modern conditions? In Table 1 we pres ent our vision of trends in various areas of additional education.

Table 1. tendencies of additional education development

additional education directions tendencies of development

Socio-pedagogical direction

Scientific and technical direction

Physical and sport direction

Tourism and local his tory direction

Artistic and aesthetic direction

Creating such situations when students get involved in the prospects of personal growth; building confidence and faith in future. Developing moral integrity in overcoming difficulties connected with difficult life situations, physical and intellectual disorders, negative social stereotypes.

Development of students’ technical and creative abilities, organization of research activities. Popularization of modern science and technology achievements in youth environment.

Physical development of children, including introduction to a healthy lifestyle and professional sports. Strengthening the promotion of a healthy lifestyle also through the social networks.

Increasing students' knowledge about the history of the native country. Popularization of the achievements of native country’s science.

The development of students’ aesthetic culture. Creating opportunities for self-realization of all children in creative activity. Introduction to the national traditions. Development of students’ creative abilities and unique talents.

Natural and scientific direction

Patriotic direction

The development of students' cognitive activity in the field of natural sciences. Formation of interest in the study of the native land. Practical application of knowledge on the rational use of the nature gifts, as well as on environmental protection. Ecological education.

Formation of patriotism in students, development of social activity, civic responsibility and discipline. Using the potential of digital technologies in solving the problems of patriotic education of youth.

The Republic of Tatarstan is the example of building successful system of intercultural interaction. Tatarstan is a multinational region of Russian Federation: more than 173 nations live in this region. As for additional education, according to Government Statistics (1 January, 2022) 16 741 children with disabilities study using adapted additional secondary educational programs (there are 871 793 children with disabilities aged 5 to 17 years old in total). Also we should mention that sections of additional education organizations are visited by orphans, children from low income families, children of different countries.

In the system of additional education in a culturally diverse environment the teacher tries to include all children into the zone of intercultural communication on the principles of humanism, inculcating social and ethical norms of behavior, creating conditions for co-creation in spiritual and practical activities, such teacher forms a culture of interethnic relations in interpersonal communication. In such environment there is an accumulation of positive experience of communication among children and representatives of differ ent nationalities.

Today the system of additional education through the implementation of programs of moral, intel lectual and creative education is designed to solve several functions:

• social (social stabilization of the internal situation in society, ensuring the friendship of peoples, preventing xenophobia);

• educational (enrichment of people with spiritual culture, both of their ethnic society and people living together, encouraging them to spiritual, creative cooperation, developing critical thinking skills; the development of social and ethical qualities in citizens that facilitate interethnic harmony in society);

• psychological (creative positive psychological attitudes in order to stabilize interethnic communica tion and public life).

In the culturally diverse environment of our modern world the main task of education is to form in the younger generation a sense of belonging to the society and the country in which we live, to public affairs; it is also important to teach young people to be sensitive, generous, to live in commonwealth with other peoples, to be able to forgive mistakes of other people and to admit own mistakes, not to revenge, and to try to be tolerant and to support other people.

references

1. Akhmetova, D. Z., Chelnokova, T.A. Inclusive pedagogy: textbook. – Kazan: Poznaniye, 2019. – 174 p.

2. Aneeli Luigi. Psychology of culture / Translation from Italian. – Kh.: Publishing House Humanitar ian Centre / Y.S. Vovk, 2016. – 480 p.

3. Smith M. R. Contemporary character education. Principal Leadership (High School Ed.). – 2006. –№ 6(5). – P. 16-20.

4. UNESCO Declaration on Cultural Diversity. URL: https://adsdatabase.ohchr.org/IssueLibrary/UNESCO%20Universal%20Declaration%20 on%20Cultural%20Diversity.pdf (Accessed 1 November 2022).

r esearch of attitudes of Parents of students with disa Bilities towards inclusive education

Maya Kalandarishvili

St. King tamar university of

tamar tukhashvili

Guram tavartkiladze tbilisi educational university tinatin Sabauri

tbilisi State university tamar elbakidze

St. King tamar university of Patriarchate of Georgia

abstract

The thesis refers to the research of the attitudes of parents of students with special edu cational needs and students with disabilities towards inclusive education. The uniqueness of the conducted research is the fact that this type of research was conducted for the first time in Georgia. Based on the research, it was revealed that parents of children with special educa tional needs and disabilities give less intensity to the emotional component of social attitudes when evaluating their children than parents of children with typical development, as they are actually involved in the inclusive process and experience a kind of emotional deprivation when evaluating students with disabilities than In a way, the «viewers from a distance» of this process are the parents of students with typical development.

According to the cognitive component of the social attitude, the disabled student is gen erally evaluated in the same way by the parents of both the disabled and the students with typical development. But there is a statistically significant difference on the two scales. Dis abled students are evaluated by their own parents as less «perfect» and less «healthy» than the parents of students with typical development.

Also, the lack of such components for the implementation of a truly inclusive environment as: non-adapted environment, disordered infrastructure, both in the state infrastructure in general, and specifically in kindergartens and schools, is much more painfully acceptable for the parents of disabled students. No less problematic is the unhealthy psychological environ ment, where the old discriminatory attitudes and elements of bullying, which characterized the old totalitarian environment so abundantly, still prevail. Recommendations have been made on the establishment of a special site on inclusive education, thus filling the informa tion deficit for parents, as well as measures to raise the level of public awareness regarding inclusive education.

Keywords: Inclusive education, limited opportunity, social attitudes.

Patriarchate of Georgia

introDuction

People themselves have recognized education as one of the important parts of human existence. «Ev eryone has the right to education» – we read in the Universal Declaration of Human Rights (1948), which means that education was considered as fundamental need as the freedom of life.

The universally recognized right must be implemented in a world where individuals differ from each other in terms of physical, cognitive, sensory, social, emotional, ethnic, racial, religious, gender or other characteristics, abilities, skills, needs, interests (Inclusive Early Education 2019). As it is known, the role of the school and the parents is immeasurable in order to achieve the best educational and educational results for the upbringing of the adolescent as a harmonious personality, which is expressed by the active involve ment of the parents in the school life of the student. According to international studies, students whose parents actively participate in the educational process achieve better results and their motivation increases. Nowadays, the study of parents’ involvement and their attitudes in a child’s life can be considered as one of the actual topics in Georgia. It is also significant that the mentioned issue is not properly studied and covered in Georgia. The most important and large-scale research conducted in this regard is by the Geor gian Primary Education Project (G-pried), conducted in 2012, which included only the primary level. In this study, it was revealed that parental involvement in the education system is low. It is clear that cases of parental involvement in the school space are quite fragmented, based on research we can say that parental involvement is still not high, which largely determines the proper conduct of inclusive education, which directly affects the academic and cognitive achievements of students.

Purpose of the study: The purpose of this investigation is to study the attitudes of parents of students with disabilities living in Georgia towards inclusive education. in particular

1. Evaluation of the attitude of parents towards a student with disabilities using the methods of re search of social attitudes;

2. Evaluation of other components of inclusive education by parents: the school, the environment, the parents themselves, and the state with the measurement of «ideal point» method;

3. From the point of view of parents, the determination and evaluation of the problems facing inclu sive education in Georgia using the «content analysis» method;

4. Based on the obtained results and conclusions, development of practical recommendations for both professionals and the public interested in inclusive education.

reSearch MethoDS:

1) Crites, Fabrigar and Petty’s method of researching attitudes towards a disabled student;

2) ‘focus groups’ research method, which we used for parents living in Georgia;

3) statistical data processing methods, «ideal point» evaluation method, «content analysis» method. research participants: the empirical research was conducted in two stages: in the 1st stage, 41 par ents participated in the evaluation of their attitudes towards children with disabilities using the Crites, Fabrigar and Petty method. Of these, the target group – 21 parents of children with disabilities and the control group – 20 parents of children with typical development. In the 2nd stage of the research, 9 par ents participated in the «focus group». A total of 50 parents participated in the study.

relevance of the research: Since 2006, the Ministry of Education in Georgia has been actively trying to introduce and popularize inclusive education, despite this, the level of awareness and involvement of parents living in Georgia in the process of inclusive education is still very low. The research is extremely relevant, because the role of parents is one of the central factors in optimizing the process of inclusive education. The issue of psychological health of children with disabilities, their adequate adaptation in both physical and social environment significantly depends on the appropriate attitudes and psychological state of the parents.

The first stage of empirical research: The purpose of this stage of the research is to evaluate the attitude of parents towards a student with disabilities using the methods of social attitudes research.

As a research tool, we used the «Crites and Fabrigar» attitude assessment scale, where the instruction is provided, according to which the respondent first selects one type of violation of children with disabilities and then evaluates it on 5-level scales of semantic differential. Scales are united in two components. There are scales that measure the emotional attitude towards the disabled student, i.e. the emotional component, and scales that measure the cognitive attitude towards the disabled student, i.e. the cognitive component. The study was conducted both with children with disabilities and with parents of typical development. A total of 37 people were interviewed, 17 of them were parents of children with disabilities or the target group and 20 were parents of children with typical development or the control group. The research was conducted on the basis of Tbilisi public school N 202 and Kareli public school N1.

reSultS of the firSt StaGe of the StuDy:

data processing and analysis: We calculated the arithmetic averages of the scores on each scale of the questionnaire, both for the tar get and the main groups. as well as the statistical reliabilities of the difference between the means according to the Student’s T-criterion (T test). The results are given in Table No. 1 and Table No. 2 (see Table No. 1 and Table No. 2).

Table 1. emotional component of social mood h atefull-lovely s ade xcited Boredh appy t ensed-Peaceful s adh appy f uriouse motionless d isgusting- Pleasant s adf unny a parent of a child with disabilities 2.5 0.8 1.7 1.6 1.8 1.9 2.6 1.8 a parent of a child with typical development 2.9 2.7 2.8 2.9 2.8 2.6 2.6 2.6 tტესტი P= 0.1 0.001 0.01 0.08 0.02 0.4 0.6 0.01

Statistically reliable differences in the table are drawn with a special line. As we can see, according to the emotional component there is a statistically reliable difference between the target and control groups on 5 out of 8 scales. Parents of students with disabilities rate students with dis abilities as less «happy,» less «excited,» less «cheerful,» less «joyful,» and less «calm» than parents of typically developed students.

From this we can conclude that the parents of students with disabilities, as far as they are actually in volved in the inclusive process, experience a kind of emotional deprivation during the assessment of stu dents with disabilities, than the parents who are «viewers» of this process, i.e. the parents of students with typical development.

scales corresponding to the cognitive component: The results of the survey are shown in table N 2 (see table N 2)

Table 2. cognitive component of social mood

u seless-useful stupid-clever d angerous-safe h urmfull-hurmless u nimportant- important nonperfect-perfect u nhealthy-healthy

a parent of a child with disabilities 3 2.6 2.9 2.4 2.7 2.2 2.6 a parent of a child with typical development 3 2.9 2.9 2.8 2.9 3 3

ttest p = 0.2 0.06 0.4 0.3 0.7 0.003 0.0009

Based on the obtained results, it can be concluded that according to the cognitive component, there are fewer differences between the target and control groups. According to the cognitive factors, the disabled student is evaluated in the same way, both by the parents of the disabled and the students with typical de velopment. But there is a statistically significant difference on the two scales. Students with disabilities are evaluated by their own parents as less «perfect» and less «healthy» than students with typical disabilities. In this case too, it seems that real involvement in the inclusive process accounts for this difference.

the SeconD StaGe of reSearch

The purpose of this stage of the research was:

• Evaluation by parents of other components of inclusive education: the parents themselves, the school, the environment and the state with the «ideal point» measurement method

• Determination and assessment of the problems facing inclusive education in Georgia from the point of view of parents using the «content analysis» method

reSearch MethoD

The research was conducted by the method of focus groups, in which 9 respondents participated, both parents of children with disabilities and children with typical development. The meeting was held online. As the organizer of the meeting, we had pre-written instructions/questions. Participants were sent a questionnaire prepared by us. They were asked to write down the characteristics of an ideal parent, school, environment and society, and then rate real subjects corresponding to these characteristics on a 10-point scale, if the ideal icon corresponded to a maximum of -10 points.

Questionnaire instructions:

«Please describe;

a) The ideal of a child with disabilities:

• Parent

Write down the qualities, characteristics, behaviors. Next, rate a real parent living in Georgia with each 10-point system, if it corresponds to an ideal parent rate it with 10 point.

• school (same evaluation criteria)

• environment. state (same evaluation criteria)

b) Please write down the problems faced by the disabled child 1) Parent’s 2) school

3) before the environment, the state

The participants of the study completed the task, which was given to me in writing, within a certain pe riod of time. As the leader of the focus group, we evaluated the questionnaire completed by the participants and then allowed them to express their own opinion on the issue.

We found the feedback from them very interesting. When asked what the qualities and characteristics of a parent of a student with disabilities should be, the answers of the group members were almost identical. Among the qualities, participants listed that a parent should be attentive, active, involved, caring, educated, positive and communicative.

Out of a maximum of 10 points, the self-esteem of parents living in Georgia is equal to 5.8 points on average, the school is evaluated with 7.1 points. Parents are the most critical towards the environment and the state -– 3.8 points.

Among the ideal qualities of the school, the leading one is the necessary resources, both material and psychological and adapted environment.

The most critical respondents were again towards the environment. The ideal component is again adaptability, and the low level of public awareness and lack of information dominates in the list of problems.

concluSionS anD recoMMenDationS:

Based on the empirical results of the conducted research, we can conclude:

1. Parents of students with disabilities, to the extent that they are actually involved in the inclusive process, experience a kind of emotional deprivation during the assessment of students with dis abilities, compared to parents who «watch» this process from afar, i.e. parents of students with typical development. This state of emotional discomfort obviously requires a lot of attention and it would be desirable if parents of students with disabilities periodically undergo psychotherapeutic help sessions. This will make them more psychologically adapted to the environment and develop habits to fight stressful situations related to the inclusive process. This will obviously help them to develop more adequate moods and more effectively help their children to adapt to stressful envi ronments.

2. There is also a kind of cognitive discomfort of parents of children with disabilities, although this component of social mood is closer to the mood of parents of students with typical development, in contrast to the emotional component. (statistically significant differences are on 2 scales out of 7)

3. The following characteristics of the ideal objects of the inclusive process were highlighted: a) The ideal characteristics of a parent of a student with disabilities are most commonly called «attentive» and «patient», followed by «warm» and «do not exclude the child» (that means, not to turn the child into isolation). Then comes the qualities: active, energetic, positive, educated...) b) Among the ideal qualities of the school and the environment, the material and psychological necessary resources and a correspondingly adapted environment for people with disabilities are the leading ones.

4. In the process of evaluation of the real inclusive objects in Georgia, the real environment and state activities in Georgia were evaluated with the lowest score (3 points out of 10), the self-evaluation

of parents themselves was 5.8 points out of 10) and the school was evaluated with the highest score (7.1 points out of 10)

From this we can conclude that despite the activities carried out in Georgia, there are still big prob lems in the direction of the infrastructure adapted to the inclusive environment and the formation of an anti-discriminatory psychological environment.

5. Many other types of problems with the inclusive process dominated by the low level of public awareness and lack of information were also highlighted!

references

Abkhazava, r. Freudze, N. Machabeli, N. (2007). A survey report on public attitudes towards inclu 1. sive education. Tbilisi, p. 29-44, p. 71-91.

Abkhazava, r. Freudze, N. Machabeli, N. (2007). A survey report of public attitudes towards inclusive 2. education Tbilisi. http://ncp. HYPERLINK «http://ncp.ge/files/sasargeblo%20resursebi/wignebi/ inkluziuri%20ganatlebisadmi%20sazogadoebis%20ganwyoba.pdf»ge/files/sasargeblo%20resursebi/ wignebi/inkluziuri%20ganatlebisadmi%20sazogadoebis%20ganwyoba.pdf

Bagdoshvili, L. Kozolashvili, M. (2018). Attitudes of teachers and parents regarding inclusive educa 3. tion in Georgia.

Gordon, T. (2014). How to become a good parent, published by the National Center for Teacher 4. Professional Development, available here: https://bit.ly/3gZuK0M

Danelia, N. (2019). Education for better parenting. 5. Meador, D. (2019) Six Important School Tips for Parents, Available at: 6. https://www.thoughtco.com/important-school-tips-for-parents-3194410 Meador, D. Teachers’ perspectives on difficult parents are available here: 7. https://www.thoughtco.com/principal-perspective-on-difficult-parents-3194556

Cox, J. (2019). 8 Common Questions Parents Ask Teachers Available Here: 8. https://www.thoughtco.com/common-questions-parents-ask-teachers-4114592

Tsitsvidze, N. (2018). Effective strategies for parents’ involvement are available here: 9. http://mastsavlebeli.ge/?p=19858

United Nations Children’s Fund (UNICEF) (2014). Parent, family and community participation in 10. inclusive education. Russia pp. 12-15. Available here: https://www.unicef.org/eca/sites/unicef.org. eca/files/Booklet%2013%20-%20Russian% 20Version_0.pdf

Kalandarishvili, M. Torchinava, I. (2019). SCIENTIFIC JOURNAL OF THE MODERN EDUCA 11. TION & RESEARCH INSTITUTE

scientific journal of the modern education & research institute

The Kingdom of Belgium

methods of lanG uaG e research

Kojobekova Gulbubu Sagynbekovna (kojobekovagb@gmail.com)

Muratova adina abdiraimovna (adinamuratova77@gmail.com)

non-profit educational institution educational and scientific production complex «international university of Kyrgyzstan», Bishkek, Kyrgyzstan

abstract

It is known that language arises together with society and arises because of social ne cessity. Of course, there are many theories about the origin of language. On the other hand, language and thinking are inextricably linked. There is no doubt that different thoughts are formed on the basis of the material basis of language, and the relationship between language and thinking is an important issue.

This article examines scientific papers and theories written by several scientists about the language. We all know that as society develops, language and human thinking also develop due to various scientific and technical discoveries. Several scientists have addressed this topic, but even today it remains a controversial issue. In addition to this, scientists also considered the appearance of language as a conclusion about the need for communication between people.

Keywords: language, thoughts, methods of language research, method, methodology, linguistics, scientists, content, form, word, sentences.

How did the language come about? What processes have you experienced before our date? What are his ways of growth and enrichment? To answer these questions, we need to turn to the path that people are following. Whatever methods scientists are engaged in, the essence of the problem is to find answers to these questions.

As a result of labor, elements of interaction began to appear, when a person, without having an indi vidual day, united, invented the first simple means of labor, protected himself from the effects of dangerous animals, hunted together. Attempts were made to understand each other to an appropriate extent. Thanks to gestures, painting, drawing, it gradually turned from simple words consisting of complex monosyllabic words-means of modern communication, National, state, interstate service.

F.Engels says that the emergence of language occurs as a result of labor. In fact, work is connected with any concern and thinking, as well as with any creativity of mankind. Before doing or doing anything, we think about ourselves, consult with someone, and then execute. Thus, regardless of whether we are inter nally or externally, we speak in such a way that our thoughts are realized.

«In the linguistics of the century, an area is actively operating in which language is considered not just as a tool of communication and cognition, but as the cultural code of the nation».

The national language, in particular, arose in the process of the formation of the people and at the same time is itself a necessary condition for the formation of a group of people as an ethnos, a people. Created together with the people, the language prevails together with the people, reflecting their fate, history, cul ture, and worldview. The language is an integral part of the people, society and creates a linguistic situation in which the community that speaks it lives.

Language learning methods are unique to linguistics. With the help of these methods, the nature of the common language is revealed. It defines the unity of form and content.

With the concept of «Method» something (substance, concept, event, phenomenon, etc.) by the way of studying for example, physical phenomena are mainly studied by the experimental method. Thus, the method is a real way to study nature and society in order to be able to relate to it or recognize it.

Do not confuse the concept of » Method « with the concept of «methodology». While the Method be longs to general science, the methodology is determined in accordance with the philosophical view that a person, in particular a researcher, takes in relation to the object under study. Even Marr, Peshkovsky and Shcherba, for example, used a similar method in their language learning, but they had a different linguistic philosophy. As a result , they studied the same phenomena from different points of view and drew conclu sions in different ways .

Language learning methods are divided into traditional and new. To begin with, let’s focus on tradi tional methods:

Descriptive method this method is a universal method used in the analysis of the content of linguistic units, describing the features of linguistic phenomena at different levels.

Different language levels are studied using the descriptive method. For example, the division of sounds of the Kyrgyz language into vowels and consonants, the classification of vowels into thick and thin, wide and narrow, labial and non-labial, short and long, their articulation characteristics are carried out using the descriptive method.

The descriptive method is widely used in creating teaching aids and textbooks, because the scientific conclusion obtained through this method will be specific. Descriptive method is one of the oldest linguistic methods. In ancient India, ancient Greece and Rome, this method was used as a tool of scientific research.

Comparative methods – with this method, mainly unrelated languages are learned by comparison. For example, by comparing the Kyrgyz language with English, the Kyrgyz language with Russian, the compara tive method is used to determine the similar and dissimilar aspects of the units of the structures (linguistic levels) of those languages.

As a result of conducting research using the comparative method, the grammar of the Kyrgyz-Russian languages was created, and research was conducted on the comparative phonetics of the Kyrgyz-English languages.

Comparison is a historical method, often used in the comparative study of related languages. As a special linguistic method, distantly related languages, even languages that have diverged from the main language, can be historically compared.

The comparative historical method was created in the 19th century based on the study of written re cords of the Sanskrit language in comparison with European languages. This method gave rise to the genea logical classification of languages.

Studying lexicology, semantics and syntax with the comparative historical method does not yield good results, because the word and sentence units of the language are more historically variable than the seman tics of the phonetic composition and morphological categories of the language.

As a result of the use (creation) of the comparative historical method, theoretical linguistics began to exist as an independent science.

Typological methods languages are basically similar in their internal structure. For example, the phonetic features of all languages are vowels and consonants. Languages differ in appearance. An example of this is the addition of parts to root words in the Kyrgyz and Russian languages. It is precisely these similarities and dif ferences between languages that have given rise to the study of languages on a typological basis. As a result, it is possible to study languages on this aspect based on classification and characteristic similarities.

In conclusion, it is known in science that it has long been scientifically proven that linguistics is one of the exact sciences. As shown above, each method contributes to the study of languages by fulfilling its func tion in the study of linguistics.

scientific journal of the modern education & research institute • The Kingdom of Belgium

references

Brudny Aran Abramovich «Language, creation and reality» (09.620). Dissertation for the degree of 1. Doctor of Philosophical Sciences. Frunze, 1970

Proceedings of the «Yunusaliev lectures – 2017» international scientific and practical conference. 2. Bishkek: «K.S. Kojogulov», 2018. p.115

Sartbaev K.K. Kyrgyz language Frunze-1975 3. Saussure F. Course of General Linguistics. M.: Logos Publishing House, 1998 4. Akhmatov T.K. General Linguistics.-Frunze 5. Berezin F.M., Golovin B.N., General linguistics, M.-1979. 6. Leontiev A.A. What is a language? M.: «Pedagogy», 1976 7. Ashirbaev T., Sharipova M. General linguistics. Bishkek-2003 p. 46 8.

P sYcholo G ical and PedaG o G ical asPects of the formation of students’ creative a Bilities

alexandra alexandrovna Kostsova (kosczova@inbox.ru) Gulnar Seitkasymovna Mugzhanova (mugzhanova62@mail.ru) yuri Grigorievich Popov (taksa_art@mail.ru) olga Petrovna eismont (violvi_85@mail.ru)

Kokshetau university of abai Myrzakhmetov

alexey Grigoryevich leshukov (k.a.a.2022@mail.ru) chelyabinsk State institute of culture

abstract

This article discusses the main aspects of the formation of creative abilities of students. Based on the analysis of philosophical, psychological and pedagogical interpretations and clarification of the categories of «creativity», «creative skills», «formation» for the ongoing research, the concept of «formation of students’ creative abilities» through decorative and applied art in the process of purposeful activity that allows students to apply their abilities in creative actions will be considered as an experiment.

Keywords: creativity, creative skills, formation of students’ creative abilities

The process of cognition of the essence of creativity is very complex and multifaceted. For many cen turies, psychologists, educators and philosophers have been working on the main aspects of the theoretical analysis of the concept of «creativity».

Creativity can be defined as a process of human activity, as a result of which qualitatively new objects and spiritual values are created or the result of the creation of an objectively new things. Understanding the nature of creativity is inseparable from considering the psychological and physiological characteristics of an individual’s personality. The concept of creativity presupposes a personal beginning and is used primarily in application to human activity.

Creativity has its own evaluation criteria, its own scale of values, its psychophysical structure, its subjective and objective significance in the development of personality. One of the fundamental char acteristics of a person is creativity. Creativity is considered as a general universal ability to create, is de termined by a specific personal structure and is characterized by the presence of speed and accuracy of performing mental operations, logical thinking skills, originality of verbal associations, creative thinking and imagination.

The pedagogical aspect of the problem concerns the search for new content, forms and methods of teaching, which are based on the high activity of the student’s personality. And this directly depends on the availability of abilities for the chosen type of activity. Knowledge of their

nature, principles of development will create conditions in which they develop most effectively. In many studies, the concept of «creativity» is considered in relation to the concept of «abilities» [3, p. 31].

In terms of our issue, it is of interest to study the activity side of creativity, which is aimed at creating objectively or subjectively new products of activity. Moreover, for the purposes of learning, it is important that subjectively new things are created through the implementation of creative actions. So, creativity in the learning process can be considered the student’s ability to create objectively and subjectively new through creative actions that cannot be transmitted using the described and regulated system of operations or ac tions. By assimilating knowledge and methods of activity in the process of creativity, students acquire the ability to acquire knowledge and skills independently. Since for a sufficiently strong motivation, any infor mation previously known to a creative person seems insufficient, she needs a new, more perfect understand ing, skill, result. In this sense, it is possible to explain the interest in learning, the activity of searching for new things, even among those creative personalities whose dominant needs have long been determined. At the same time, a creative person begins to work under the influence of an activated need, using the present and previous stock of knowledge, skills and abilities.

There are two levels of development of abilities: reproductive (high skill); creative (the ability to cre ate new things). Let’s consider the creative level in the context of creative abilities, concerning which there are also significant discrepancies in science. In the psychological dictionary, creativity is defined as a set of mental properties that provide creativity. These properties are characteristic of a creative person with nonstandard thinking. These include imagination, mental flexibility, divergent thinking, creative motivation and other properties [2, p. 65].

One of the most important sources of creative abilities is the problem of motivation, the motivational structure of personality. It is known that the integrative internal factor of human motivation and behavior is the orientation of the personality, combining needs, interests, desires, dreams, ideals and beliefs. Motivation of creative abilities (the need for creativity) ‒ one of the main characteristics of a creative personality, which is dominated by motives directly related to the content of creative activity. The motivational features of a creative personality are a pronounced desire for the very process of creativity, for self-expression, a steady passion for the content of creative activity.

Any activity is a very complex and interconnected education, which includes almost all personality qualities, including abilities. Moreover, the components included in it are in constant interrelationships and transformations, especially if it is aimed at the creative transformation of a material or spiritual product by a person. From this point of view, activity is a creative change in the surrounding reality based on a certain stock of knowledge, skills and abilities of a person. Consequently, creativity is an activity as a result of which a person creates new genuine works of social significance. The need for creative activity is conditioned by the social need for a specific new product. This is what leads to a creative idea, a plan, and serves as an incentive to create new things.

The obtained results of the study of the categories «creativity», «creativity» allowed us to clarify the content of these concepts. Creativity is defined as one of the most meaningful forms of intellectual activ ity of students, as a general ability that ensures the successful implementation of a wide variety of creative activities; creative abilities in decorative and applied art are defined as the ability of a person to perform actions of a creative nature that are significant for the implementation of creative activity, which is based on the following components: cognitive (completeness of knowledge), motivational (positive motivation) and activity-creative (decorative and applied creativity).

Let’s define creative abilities within the framework of our research. Creative abilities are the capabilities of students, applied in the ability to perform actions of a creative nature and implemented in specific products of activity. It should be noted that a skill is the ability to act fully consciously. The skill is usually correlated with the level expressed at the initial stage in the form of acquired knowledge, which is understood by the student and can be arbitrarily reproduced. In the subsequent process of practical use of this knowledge, it acquires some operational characteristics, acting in the form of a properly performed action regulated by this rule.

Modern science interprets pedagogical tasks in the formation of creative abilities very broadly (the development of intellectual, aesthetic qualities, the development of a scientific worldview, the development of communicative abilities), and their solution remains insufficiently developed. There is no unified theory of creativity and the formation of creative abilities. Exploring the question of the pedagogical aspects of the formation of creative abilities, we will clarify the content of the very concept of «formation».

The concept of «formation» can be considered both in a narrow sense and in a broad sense. In the pedagogical literature, the concept of «formation» was often used to denote uncontrolled, accidental influ ences on the personality. In modern science, formation is defined as the process of becoming a human being as a social being under the influence of all factors without exception – environmental, social, economic, ideological, psychological, etc. [4, p. 15]

Based on the analysis of philosophical, psychological and pedagogical interpretations and clarifica tion of the categories of «creativity», «creativity», «formation» for the ongoing research, we will consider the concept of «formation of students’ creative abilities» through decorative and applied art in the process of purposeful activity that allows students to manifest their abilities in creative actions.

Decorative and applied creativity (DAC) is one of the means of developing creative activity. The analy sis of experimental studies shows that decorative and applied creativity is transformative, artistically chang ing the material environment. Like any kind of art, it performs a dual function. On the one hand, it is a carrier of spiritual culture, and on the other, it develops aesthetic taste, creative imagination, imagination, allows you to develop acquired labor skills necessary in material and spiritual activities. Students’ familiar ity with it forms such personality qualities as historical memory, national identity and creative activity [1, p. 28].

The conducted research search and analysis of the problem of the formation of creative abilities al lowed:

• to clarify the content of the concepts of «creativity», «creativity», «formation of creative abilities of students»;

• to determine that one of the leading means of forming students’ creative abilities is decorative and applied art based on traditions;

• to determine the stages of formation of creative abilities and the sequence of purposeful work on their formation in creative activity;

• to assess the importance of decorative and applied creativity as an important factor in the formation of creative abilities.

Thus, decorative and applied art can be the foundation for theoretical and special disciplines in the process of professional training of students and will allow performing creative actions with the implementa tion in specific products of this activity..

The use of the pedagogical potential of decorative and applied art in the pedagogical process can significantly affect a person’s consciousness, since it combines artistic, cognitive and labor principles in its content and can be considered as an important means of forming diverse creative abilities of students, con tributing to their versatile development.

references

N.S. Bogolyubov Principles of an individual approach to the development of artistic and creative 1. abilities by means of fine art at different age stages. Krasnodar, 1992. – p. 205.

D.B. Bogoyavlenskaya Intellectual activity as a problem of creativity. Rostov-on-Don, 1992. – 2. p. 198.

K. Rogers K. Creativity as self-enhancement. // Issues of psychology. – 1990. – No. 1. – p. 31. 3. Yakovleva Y.A. Psychology of the development of the creative potential of individuals.-M.: 4. Flint, 1997. – p. 135.

c om Parison of indication of hi P re Placement in different aG e G rou P and its effect

yadav Manoj, Dr Sanober Sheikh

abstract

Hip replacement is one of indiction for severe damage of hip joint. In most of cases, people are unaware about it and have long lasting disablility and painful life,we have stud ied here 115 patient and there indication of hip replacement. Main motive of study is how indication of hip replacement is changing with age.we found here not only change in indica tion but 90.4 percent have profound comorbidities like hypertension.while asking question about comorbities, it came after disability condition followed by indication of hip replace ment, 115 patient was randomly selected in kafmed centre plus clinic and Vedanta university clinic,Bishkek, Kyrgyzstan. In all age group 80.86 % trauma patient and 19.14% other pathol ogy of musculoskeletal system were responsible for hip replacement.one interesting case of fistula formation after hip replacement (6 month ago), 66 year lady, was treated with removal of fistula and revision surgery.

Keywords: Trauma, hip replacement, fistula, disability, comorbidities, implant failure.

introDuction:

Due to change in lifestyle and types of pathologies , indication of hip replacement dynamics has change to a great extent. In total indication of hip replacement with age have mainly two reason:trauma associated with hip joint and other pathology of hip joint in 115 patient,93 patient have trauma and 22 patient have other pathology. In case of trauma mainly head and neck of femur fracture was responsible , Other pathology include for hip replacement are osteoarthritis, osteomyelitis, osteoidosteoma, dysplasia of hip joint, asepticnecrosis, exostosis, osteosarcoma, proximal bone cyst, osteoporosis, fistula of hip joint after implant fixation and infection of hip implant.Since trauma play big role in hip replacement now, its case are increasing in younger population to older population, also since more than 80 year population, definitive treatment will be only hip replacement .

MethoDoloGy:

We select randomly 115 patient, with different age group.then we divide all patient into 3 age group. The age group are 0-60,60-80 and 80 -100.1 year. We worked for the data collection and patient follow up. We collect data of history that included reason of indication hip replacement,

international higher School of Medicine, Bishkek, Kyrgyzstan

age, sex, comorbidities. Patient follow up we were confirming indication was same and postoperative complication. We included data of not only pathology but also with implant failure and implant related complication like fistula.

reSultS:

According to data gained, a statistical table has been created to assist the prevalence and occurrence rate of various pathologies along with trauma that involved hip replacement and comorbidities. Analysis and representation of such subjective concept is aimed to be useful for clinical consideration while treat ment of hip replacement cases with respect to age and comorbidities, as they could hinder in recovery of a particular pateint , hence, subsiding complications that could be caused, due to improper drug ad ministration, no patient education about the severity and treatment procedures along with psychologi cal support/treatment as majority of population already comprises of sector that posses hypertension in dominant amount.

age: 0–60

age group: 60–80

Indication Frequency

Trauma 31

Osteoarthritis 4

Osteomyelitis 1

Osteoporosis 1

Fistula of hip joint after implant fixation 1

Infection of hip implant 1

age group: 80–100

Indication Frequency

Trauma 58

Osteoarthritis 0

Osteomyelitis 0

Aseptic necrosis 1

By data analysis,by increasing age group, chance of trauma is elevated, hence displayed an assending graphical representation . Although osteoporosis and osteoarthritis increase in age group 0-60 and 6080 and same prevalence rate will be for age 80- 100. Osteomyelitis, infection of implant and deformity after implant will be same for all age group Therefore, in age group 0-60 and 60-80. Congenital deformity, tumor and cyst will be more frequent in age group 0-60.

DiScuSSion:

By all data result and clinical follow up,we see the preoperative complication and post operativecom plication. Pre-opertive complication we find metabolic syndrome, disability related complication hyper cholestromia, diabetes and hypertension in patient, also fat embolism but treated medically. Postopera tive complication like fat embolism (prevent by anticoagulant), infection of implant, implant failure and fistula formation after implant. In all age group trauma was prevalent cause of hip replacement. Trauma lead to disability and stress to patient. Similarly for all cases of other pathology that will lead to disability and stress.metabolic syndrome and other comorbidities to patient preoperatively. However, cancer and congenital deformity was prominent in age 0-60. Reason for cancer and congenital deformity is bone growing phase. in congenital deformity, it might be genetic problem, mother age,socioeconomic status and teratogeenetic effect of drugs.osteoporosis is also age related phenomena(especially in women and elderly),hormonal regulation and bone mineralisationfor infection(implant infection,osteomyelitis) can occure at any age,it have multifactorial influence like immunodeficiency syndrome,steroidmedication,p reveous local and systemic infection,unsterile technique followed during operation and improper dress ing.aseptic necrosis may be reason for preoperative steroid use and compromise of blood vessel due to deformation. Hence, the reason, comorbities rate is 90.4 %. Since motor vehicle accident is increasing nowdays, hip replacement procedure is shifting in younger population, although trauma in elderly popu lation will have definitive treatment will be hip replacement.

TOTAL COMORBIDITY/TOTAL PATIENT X 100 = 90.4%

concluSion:

hence, hip replacement in younger population is indicated for trauma and other pathology of mus culoskeletal system (tumor, congenital deformity). For old age and mid age population indication for hip replacement is trauma and chronic osteoarthritis. Almost 90.4 percent have profound comorbidities.

scientific journal of the modern education & research institute • The Kingdom of Belgium

dmitry lepeshev, Phd

Professor Sh. Ualikhanov Kokshetau University academician of the academy of Pedagogical Sciences of Kazakhstan

Zayrulla Tokubayev, Phd First vice-rector

Professor Central Kazakhstan academy Elena Shumilova, Phd Professor Kuban State University laura Turarbekova, Phd Professor al-Farabi Kazakh National University

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scientific journal of the modern education & research institute • The Kingdom of Belgium