kaz29Вестник Казахстанско-Британского технического университетаHerald of the Kazakh-British Technical University1998-66882959-8109Казахстанско-Британский Технический Университет10.55452/1998-6688-2026-23-2-262-275kaz29-2907Research ArticleКОМПЬЮТЕРНЫЕ НАУКИCOMPUTER SCIENCEРАЗРАБОТКА БЕЗОПАСНОЙ ОНЛАЙН-ПЛАТФОРМЫ ДИСТАНЦИОННОГО ОБУЧЕНИЯ ДЛЯ ДЕТЕЙ С ОСОБЫМИ ОБРАЗОВАТЕЛЬНЫМИ ПОТРЕБНОСТЯМИDEVELOPMENT OF A SECURE ONLINE DISTANCE LEARNING PLATFORM FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (SEN)https://orcid.org/0000-0002-5807-3873СербинВ. В.SerbinV. V.

к.т.н., ассоциированный профессор.

Алматы

Cand.Tech.Sc., Associate Professor.

Almaty

v.serbin@satbayev.universityhttps://orcid.org/0000-0001-5188-3008АбдуллаеваА. С.AbdullayevaA. S.

Магистр, ст. преподаватель.

Алматы

MSc, Senior Lecturer.

Almaty

a.s.abdullayeva@satbayev.universityhttps://orcid.org/0009-0002-6333-0202АбылхановаА. А.AbylkhanovaA. A.

Студент.

Алматы

Student.

Almaty

a.abylhanova@stud.satbayev.universityhttps://orcid.org/0009-0008-6587-0441БатырханЖ. Г.BatyrkhanZh. G.

Студент.

Алматы

Student.

Almaty

z.batyrhan@stud.satbayev.universityhttps://orcid.org/0009-0001-1875-798XУтемисГ. А.UtemisG. A.

Студент.

Алматы

Student.

Almaty

g.otemis@stud.satbayev.universityКазахский национальный исследовательский технический университет им. К.И. Сатпаева; Институт автоматики и информационных технологий КН МНВО РККазахстанK.I. Satbayev Kazakh National Research Technical University; Institute of Automation and Information Technologies of the Committee of Science of the Ministry of Science and Higher Education of the Republic of KazakhstanKazakhstan202627062026232262275Copyright © Сербин В.В., Абдуллаева А.С., Абылханова А.А., Батырхан Ж.Г., Утемис Г.А., 20262026Сербин В.В., Абдуллаева А.С., Абылханова А.А., Батырхан Ж.Г., Утемис Г.А.Serbin V.V., Abdullayeva A.S., Abylkhanova A.A., Batyrkhan Z.G., Utemis G.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vestnik.kbtu.edu.kz/jour/article/view/2907

В данной статье рассматривается актуальный вопрос разработки безопасной специализированной онлайн-платформы для дистанционного обучения детей с особыми образовательными потребностями. Цифровизация образования открыла новые возможности для инклюзии, однако массовые решения зачастую не учитывают специфические потребности данной категории обучающихся, создавая цифровые, когнитивные и социальные барьеры. Цель исследования – разработка концептуальной модели безопасной и адаптивной образовательной среды, комплексно решающей вопросы доступности, персонализации и кибербезопасности. В проекте учитывалось удобство детей с различными особенностями развития, включая сенсорные нарушения, расстройство аутистического спектра (РАС) и синдром дефицита внимания и гиперактивности (СДВГ), на основе чего были сформулированы основные принципы проектирования пользовательского интерфейса и пользовательского опыта (UI/UX). Предлагаемая архитектура платформы включает в себя интеллектуальную систему адаптации контента и интерфейса, персонализированные образовательные траектории и защищенные коммуникационные модули с функциями премодерации. Особое внимание уделено многоуровневой системе безопасности, обеспечивающей защиту персональных данных, предотвращение кибербуллинга и контроль доступа. Статья представляет реальную практическую ценность для разработчиков образовательных технологий, педагогов и администраторов образовательных учреждений, нацеленных на создание инклюзивной цифровой среды обучения.

This article examines the pressing issue of developing a secure, specialized online platform for distance learning for children with special educational needs. The digitalization of education has opened up new opportunities for inclusion, but mainstream solutions often fail to address the specific needs of this category of students, creating digital, cognitive, and social barriers. The goal of the study is to develop a conceptual model of a secure and adaptive educational environment that comprehensively addresses accessibility, personalization, and cybersecurity. The project took into account the usability of children with various developmental disabilities, including sensory impairments, autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD), and based on this, the key principles of user interface and user experience (UI/UX) design were formulated. The proposed platform architecture includes an intelligent content and interface adaptation system, personalized learning paths, and secure communication modules with pre-moderation functions. Particular attention is paid to a multi-layered security system that ensures the protection of personal data, the prevention of cyberbullying, and access control. The article is of practical value to educational technology developers, educators, and administrators of educational institutions seeking to create an inclusive digital learning environment.

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The authors declare that there are no conflicts of interest present.