American Journal Of Social Sciences And Humanity Research
331
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VOLUME
Vol.05 Issue05 2025
PAGE NO.
331-335
10.37547/ajsshr/Volume05Issue05-66
24
Concept, Principles and Evolution of Inclusive Education
Kasimakhunova Anarkhan Mamasadikovna
Professor of Fergana State Technical University, Uzbekistan
Atajonova Saidakhon Borataliyevna
Head of the department of “Information technology”Andijan State Technical University, Uzbekistan
Received:
31 March 2025;
Accepted:
29 April 2025;
Published:
31 May 2025
Abstract:
The article reveals the essence of inclusive education as a modern humanistic approach aimed at
ensuring equal opportunities for obtaining quality education for all students, regardless of their individual
characteristics. The key principles of inclusion are considered, including equality, accessibility, individual approach
and participation. Particular attention is paid to the historical evolution of inclusive education - from the model
of isolation to a system based on the values of acceptance and respect for diversity. The importance of
international initiatives and documents that contribute to the implementation of inclusive practices in the
educational systems of different countries is emphasized.
Keywords:
Inclusive education, equality, accessibility, special educational needs, principles of inclusion, evolution
of education, pedagogy, human rights.
Introduction:
Inclusive education is a concept that
affirms the equal right of every student to quality
education, regardless of their characteristics, abilities
or background. It involves adapting curricula, teaching
methods and the organization of space in a way that
takes into account the wide range of needs of learners.
Today, inclusive practices are moving towards creating
a more diverse and equitable system where individual
differences are valued and a sense of belonging is
strengthened. Quoting the words of President Shavkat
Mirziyoyev: “The true value of education is manifested
not when it is available only to the strong, but when it
is availa
ble to everyone” [1], we can emphasize the
importance of equity, accessibility and inclusiveness in
the education system. These words reflect a profound
idea that the true meaning of education lies not only in
its quality, but also in its universality. Education should
not be a privilege of the chosen few, but a right of every
person, regardless of their physical, social or economic
characteristics. This approach requires creating
conditions in which every student
–
whether with
special needs, from a remote region or from a socially
vulnerable group
–
will have an equal chance to
develop, learn and participate in society. This resonates
with the principles of inclusive education and
humanistic
pedagogy,
which
value
diversity,
individuality and equality of opportunity.
It is a continuous process: teachers and schools are
constantly learning, improving and adapting so that
every child can thrive. At the core of inclusion is the
creation of an educational environment where all
students feel valued, respected and supported, and
have the chance to reach their full potential. This
requires a profound rethinking of conventional
approaches: a transition from segregation to a truly fair
and open education system.
METHODS
Based on the principles of social justice, as well as the
Convention on the Rights of the Child (UN, 1989) [2]
and the Salamanca Declaration (UNESCO, 1994) [3],
many European countries have developed policies and
introduced practices that promote the development of
inclusive education [4,5]. As a result, more and more
children with special educational needs are taught
together with their peers in regular schools, and the
number of specialized educational institutions is
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
decreasing. However, even in the Global North, a
number of difficulties remain. The main one is the lack
of a common understanding of the essence of inclusive
education. Researchers, politicians and teachers of
pedagogical universities interpret this term in different
ways [6, 7, 8]: from the view that special education
itself is already a form of inclusion, to the belief that
inclusion implies joint education of all children in one
environment [9, 10, 8]. Magnusson [11] notes that “the
ways in which the concept is operationalised,
interpreted and defined vary greatly both in research
and in practice, between and even within countries”
[11, p. 678].
These different discourses are found in many societies,
but the debate is particularly lively in those regions
where inclusive practices have only recently been
introduced
–
in Eastern Europe and the former Soviet
Union [12, 13]. One factor contributing to the
difficulties is the historically highly segregated model of
education, which continues to influence the views of
teachers, parents and the general public.
There are two
–
somewhat opposing
–
discourses on
inclusive education, encapsulating two positions that
underlie many of the current debates on inclusive
education. The first of these ('inclusive for some')
represents the idea that people with special needs have
a right to the highest quality education, which can best
be provided by specially trained staff in a specialised
and often segregated environment, while the second
('inclusive for all') represents the idea that all people,
given their different needs, should have equal
opportunities to learn together in a regular educational
environment.
On the one hand, the special education system creates
special conditions that meet the medical and
pedagogical needs of students, but on the other hand,
it hinders their social integration, limiting the life
opportunities of people with disabilities. Ensuring the
right of people with disabilities to education faces
many challenges that arise in the process of reforming
the educational system and social policy towards them.
As the social function of education strengthens, the
opportunities for introducing innovative approaches to
the vocational training of such people expand. Inclusive
(joint) education becomes a humanistic alternative,
which can significantly reduce the processes of
marginalization of people with disabilities.
The integration of these people into the educational
process of mass educational institutions is a new
approach for education.
In 2020, some published publications claimed that
inclusive education is a dream or ideology that does not
take into account real circumstances. In one such
article [14], a university professor who regularly writes
about education refers to a recent study conducted in
Estonia on the added value of education for children's
cognitive abilities. The study showed that 80% of
children’s knowledge and skills can be explained by
individual abilities and the home environment, and
only 20% by the influence of school. The professor
argued that children with disabilities can be included,
but it is problematic to include children who have been
brought up according to completely different principles
or who have significant cognitive impairments. He
specified that inclusive education will only be possible
in societies that are very homogeneous, most
importantly in terms of child-rearing methods and
family values. This will lead to a situation where there
will be little difference between children’s behavior
and similar norms and rules will be used. He pointed
out: “Inclusive education is a
mirage created by our
sense of justice, but its implementation places young
people in a learning environment that does not
correspond to their home preparation and
developmental needs. They are simply too special and
different for everyone to be able to learn together
without anyone suffering.” He concluded that we
simply need different environments for different
children. Based on the above, the main principles of
inclusive education can be defined [15-17].
RESULTS
The main principles of inclusive education include
fundamental ideas and rules on which the educational
system is built, accessible to all students, regardless of
their physical, mental, social or other individual
characteristics. These principles are aimed at ensuring
equality, fairness and participation of each student in
the educational process (Table 1).
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
Table 1
Basic principles of inclusive education
Principles
Explanations
Equality of opportunity
Every child should have access to education
according to his or her needs and abilities.
Acceptance and respect for
differences
Diversity is seen as a resource, not a barrier.
Individual differences are respected and taken
into account.
Accessibility of the
environment
Educational infrastructure, learning materials
and teaching methods must be adapted to the
needs of all students, including those with
disabilities.
Support and Maintenance
The system should include mechanisms of
pedagogical, psychological and social support
for students, teachers and parents
Participation of all
stakeholders
Not only education authorities, but also families,
public organizations, specialists in the field of
correctional pedagogy and health care should
participate in the development and
implementation of inclusive policies
Studying the entire period of development of inclusive
education, the evolution can be divided into three
stages:
1. The stage of isolation (until the middle of the 20th
century): Children with disabilities or special
educational needs were taught separately or did not
have access to education at all. There were special
institutions, but they were isolated from the main
education system.
2. The stage of integration (1960-1980s): The inclusion
of individual students with disabilities in regular
schools began, but without adapting the programs and
environment. Students had to "adapt" to the system,
and not vice versa.
3. The stage of inclusion (from the 1990s to the
present): After the adoption of such international
documents as the Salamanca Declaration (UNESCO,
1994), the understanding of inclusion as a deeper and
more systemic approach began to actively develop. The
education system began to adapt to the needs of all
students.
This asserts that inclusive education is not only a
pedagogical approach, but also an ideological position
aimed at building a humane, fair society. This is the way
to ensure that every child, regardless of their
characteristics, feels part of the general educational
process and has the opportunity to fully realize their
potential. To form an educational environment
accessible to everyone, it is necessary to use special
educational
programs,
adapted
teaching
and
upbringing methods, as well as use textbooks, manuals
and didactic materials developed taking into account
the special needs of students. It is important to ensure
the availability of technical training aids, both for
individual and collective use, to provide the services of
an assistant (assistant) providing technical support to
students, and to organize individual and group
remedial classes. An integral part is ensuring
unimpeded access to educational institutions and
creating other conditions necessary for the full
development of educational programs by children with
disabilities.
According to psychological and pedagogical research,
the fundamental principle of creating an inclusive
environment for students with disabilities is the
principle of conformity. It requires taking into account
the age and individual characteristics of students, as
well as adapting pedagogical influence to their
capabilities.
The most important principles of inclusive education
include:
• the principle of early inclusion, ensuring the
development of social interaction skills in children from
an early age;
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
• the principle of correctional support, implying
targeted assistance in overcoming difficulties;
• the principle of socialization, aimed at integrating
children into society;
• the principle of individualization and personification,
ensuring that the personal characteristics of each
student are taken into account;
• the principle of integ
rative support, implying the
coordination of all participants in the inclusive process;
• the principle of active participation of parents,
emphasizing their responsibility for the development of
the child;
• the principle of a value
-based and tolerant attitude,
forming respect for the participants in the educational
process and their activities in an inclusive environment.
Inclusive education plays an important role in the
development of the personality of students, promoting
the formation of such qualities as humanism,
tolerance, mutual assistance, and helps children with
disabilities adapt to life in society.
CONCLUSION
Inclusive education is an integral part of a sustainable
and fair society. Its implementation requires profound
changes in approaches to learning, the organization of
the educational environment, the training of teachers
and the attitude of society towards people with special
needs. The transition to inclusion is not only a
pedagogical reform, but also a change in public
consciousness. Only through the recognition of the
value of each person and the creation of conditions for
their full participation in the educational process can
we talk about real progress in the field of education.
The evolution of inclusive education shows that
inclusion is the path to a future in which all children
have equal chances for development, learning and
participation in society.
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