BIBLIOGRAPHIC REVIEW OF CONTEMPORARY RESEARCH ON THE ASSESSMENT OF ACADEMIC ACHIEVEMENTS OF STUDENTS WITH DISABILITIES

Abstract

In modern research, the demand for studies of inclusive education issues is growing, driven by interest in the equity, accessibility, and validity dimensions of education. The aim of the study is to identify trends, directions, thematic priorities, and institutional features in the development of scientific publications on the assessment of academic performance of students with disabilities. The idea of the study is that bibliometric analysis not only allows for the systematization of the accumulated base of publications, but also determines the degree of maturity of this field of research, its scientific dynamics, the structure of authorship, and prospects for further development. The scientific significance of the research lies in clarifying the current state and evolution of this problem in the national and international academic context, and its practical relevance lies in the possibility of applying the results obtained to improve educational policy and to develop inclusive systems for assessing and prioritizing future research in special and inclusive education. The research methodology includes a bibliometric analysis using the bibliometrix package in R for recent years, as well as thematic and institutional analysis based on keywords and affiliations.

The results show that this area of research in Kazakhstan is currently in a formative phase, characterized by a gradual increase in publication activity, an expansion of thematic diversity, and growing attention to issues of inclusive evaluation. The data indicate that research is concentrated mainly in a few pedagogical and national universities, while the main group of authors remains relatively narrow, and the continuity of research and scientific collaboration remains fragmented. Growing interest in formative evaluation, self-assessment, criteria-based approaches, and adaptive evaluation strategies; however, stable research schools and systematic international cooperation remain underdeveloped. The value of this study lies in contributing to the development of scientific understanding of the structure and dynamics of research on assessing the academic performance of students with disabilities in Kazakhstan, identifying existing gaps, and defining directions for future research.