Theoretical and Experimental Model of Neurodidactic Support for

Nurkhat Plalov^*Akan Mubarakov

• L.N. Gumilyov Eurasian National University, Nur-sultan, Kazakhstan

The expansion of inclusive education in secondary schools has significantly increased the professional demands placed on teachers, particularly in relation to providing effective support for students with special educational needs. Despite the growing integration of inclusive practices into educational policy, there remains a lack of empirically validated models that incorporate neurodidactic principles into inclusive teaching and learning processes. The purpose of this study was to theoretically substantiate and experimentally validate a model of neurodidactic support for students in inclusive education. The research is grounded in the concept of neurodidactics, which emphasizes the consideration of individual neuropsychological characteristics when designing educational environments and pedagogical interactions. Neurodidactic support is conceptualized as a structured system of pedagogical conditions, strategies, and interventions aimed at fostering the cognitive, emotional, and behavioral development of students with special educational needs within inclusive classrooms. The empirical study employed a combination of quantitative research techniques, including diagnostic assessment, teacher surveys, expert evaluation, and structural equation modeling (SEM). Specific research instruments, such as standardized questionnaires and rating scales, were used to operationalize key components of teachers' neurodidactic readiness. Data analysis was conducted using IBM SPSS Statistics (version 23) and the AMOS module. The study resulted in the development and empirical validation of an integrative neurodidactic support model comprising motivational–value, cognitive, affective, and operational components, with inclusive teaching practice as the outcome variable. The findings demonstrate that teachers' operational readiness plays a central mediating role in translating methodological knowledge and inclusive values into effective inclusive practice, while affective readiness exerts an indirect influence.The scientific novelty of the study lies in the development of a comprehensive, empirically tested model of neurodidactic support for inclusive education. Unlike previously proposed training-oriented or conceptually descriptive frameworks, this study refines existing approaches by systematically differentiating the structural components of neurodidactic readiness and empirically examining their direct and indirect relationships using SEM. The practical significance of the research is associated with its applicability in teacher education and professional development programs aimed at strengthening neurodidactic competence and supporting sustainable inclusive educational practice.