Volume 03 Issue 10-2023
60
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
60-66
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the implementation of Inclusive education, its participants, tasks and their psychological-pedagogical
issues are highlighted in general education schools organized in the conditions of inclusive education.
KEYWORDS
Children with special needs, speech therapist, inclusive education, speech disorders.
INTRODUCTION
Social changes taking place at the current stage of
society's development lead to changes in views on
education and upbringing of children, which will bring
about serious changes in the education system of our
country. There are trends in the integration processes
of general and special education, as a result of which
the problem of educating children with disabilities is
one of the main ones. The state system of early
diagnosis and support for children with special
educational needs is becoming relevant for scientific
study and implementation. Accordingly, it is necessary
to provide psychological, medical and pedagogical
help and support to children of different age groups
and categories, their immediate environment, as well
as other participants of the educational process. Article
41 of the Constitution of the Republic of Uzbekistan
states that "Everyone has the right to education. Free
general education is guaranteed by the state. "School
Research Article
GOALS AND TASKS OF ORGANIZING INCLUSIVE EDUCATION IN
GENERAL EDUCATION SCHOOLS
Submission Date:
October 06, 2023,
Accepted Date:
October 11, 2023,
Published Date:
October 16, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue10-10
Surayyo K. Shoakhmedova
Lecturer, Speech Therapy Department Of Tashkent State Pedagogical University Named After Nizomi
Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
61
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
10
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:
60-66
SJIF
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(2021:
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6.
015
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(2023:
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164
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
affairs are under the control of the state" is also a great
attention to the field of education.
THE MAIN RESULTS AND FINDINGS
In addition, it is noteworthy that a separate article was
included in the Law on Education of the Republic of
Uzbekistan and that this article is dedicated to inclusive
education. In order to further improve the inclusive
education of children with special educational needs,
the President of the Republic of Uzbekistan "Further
improvement of the system of education for children
with special educational needs" Article 20. Inclusive
education is aimed at ensuring equal opportunities for
learning in educational institutions for all learners,
taking into account the diversity of individual
educational needs and capabilities. Inclusive education
is organized in educational organizations for children
(individuals) with physical, mental, sensory or mental
disabilities. on measures" decision No. PQ-4860 of
October 13, 2020 was adopted.
In the resolution, tasks are assigned to develop and
improve technologies aimed at psychological-
pedagogical and social development for all subjects of
inclusive education, and to organize psychological-
pedagogical support for students in inclusive
conditions. From the 2021/2022 academic year,
inclusive education was introduced as a pilot test in
general education institutions across the country.
Students are admitted to such first inclusive education
classes and primary correctional classes in the year
they turn seven years old.
In order to ensure the right to education of children
with special educational needs, it is allowed to admit
children who are two years older than the age limit set
for general education schools. Psychological-
pedagogical support of subjects of inclusive education
is necessary conditions for students with special
educational needs to receive quality education without
discrimination, correction of developmental disorders
and social adaptation, provision of early remedial
assistance based on special pedagogical approaches
and methods is meant to create.
Children admitted to inclusive education classes and
primary correctional classes: - children with hearing
impairment (children with hearing loss up to 60 Db
without additional developmental disorders); - children
with visual impairment (children with visual
impairment
up
to
0.1
without
additional
developmental disorders); - somatic diseases (children
whose
level
of
psychophysical
and
speech
development does not correspond to their age); -
children with severe speech defects (alalia, dyslalia,
aphasia, rhinolalia, dysarthria, slowness of psycho-
speech development, stuttering); - children with
musculoskeletal disorders (children with cerebral
palsy, scoliosis, poliomyelitis, myopathy, osteomyelitis,
amputation, stunting - short stature); - children with
impaired locomotor system while maintaining mental
Volume 03 Issue 10-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
–
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VOLUME
03
ISSUE
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:
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SJIF
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MPACT
FACTOR
(2021:
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(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
development; - children with preserved mental
development or lagging behind in mental development
(children with cerebral palsy who can move on their
own or can move with additional devices and
wheelchairs); - children who are lagging behind in
mental
development
with
potentially
intact
opportunities for intellectual development; - children
with autistic spectrum disorders without severe
behavioral and mental disorders; - children with
preserved intellectual development, who are in a state
of seizures (if the child takes anticonvulsant drugs,
seizures do not exceed 1 time in 1 month). The most
appropriate communication and education of a certain
level and in a certain direction for these individuals, as
well as the social development of these students,
including by organizing inclusive education for children
with special educational needs. it is necessary to create
favorable conditions. Thus, the development and
improvement of the system of support for inclusive
education.
1. The school includes children with special educational
needs in inclusive education and provides all-round
assistance to children with special educational needs
and their parents in receiving corrective pedagogical
assistance and career guidance. It creates a foundation
for a child with special educational needs to be
educated together with healthy children and not with
children with similar disabilities. Organizing visits of
parents who have an understanding of inclusive
education to families with children currently enrolled in
inclusive education; - helping to organize an
association or self-help group for parents (telegram
groups); - inviting fathers to help fix or organize
something in the classroom during the educational
process; - ensuring the representation of parents at
school commissions or meetings; - helping parents to
organize hobbies for children; - to ensure that parents
protect their rights, to involve in the work of public
organizations that influence the provision of legislation
and services.
2. School principal: The principal is a member of the
support
group.
It
ensures
the
preparation,
implementation and evaluation of program plans.
Taking into account the needs of students, the director
provides support staff, conducts appropriate materials
and training sessions as required. The director is often
the person who ensures the implementation of
collective decisions. • admission of the student to the
school; • legalization of collective decisions; • to
include the stu
dent in school activities; • welcome of
parents; • support of best practices. Also performs the
task of evaluating the adaptive program adapted to
the task of the director. The school principal assigns
primary responsibility to the teacher, usually a special
education teacher, for coordinating and developing
the student's individually tailored adaptive program.
Staff develop program plans with the help of parents
and, as needed, students and other professionals.
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Publisher:
Oscar Publishing Services
Servi
3. Primary school teacher: It is necessary to know and
implement international and Uzbek laws and decisions
on children's rights adopted by the world community. -
conducts the educational process in accordance with
state educational standards using special corrective
correction methods based on the curriculum and
program; - to know the psychological characteristics of
children with special needs and to be able to conduct
the educational process accordingly. - implementation
of an individual approach in accordance with the
capabilities of children with special needs (during
classes and outside of classes); - to achieve the
effectiveness of cooperative activities in the
educational process and show the role of parents in it;
- effective use of modern, innovative technologies in
education (computer, monitor, handouts, etc.); - to
constantly study the experience of developed
countries on inclusive education and apply it in their
work;
-
armed
with
innovative
knowledge,
qualifications and skills (be able to answer the
questions of interested parties in any situation); -
implementation of necessary measures for adaptation
of children with special needs to the class and school
community; - establishing and controlling a friendly
atmosphere among the class team. - constantly
working on oneself and sharing experience; - it is
necessary to develop a strategy for evaluating and
communicating student achievements.
• open and regular communication in pure literary
language (sincere) in the process of establishing
communication with parents;
• explaining to parents how they can participate in the
educational process, that is, they can come to the
school at any time to monitor the educational process,
monitor their child's participation in the lesson
process; Inclusive elementary school teachers always
communicate with students with special educational
needs and their parents. Some recommendations for
this dialogue:
• teach parents how and to what extent their child
participates in the national education program (mainly
in individual sessions);
• giving parents access to parenting programs and
support groups (ensuring and involving them in class
and school meetings);
• communicating with parents, that is: communicating
by phone or in writing, informing them about support
group meetings;
• providing advice to parents on topics discussed and
attended at support group meetings;
• send an approximate project of goals and tasks to
parents for familiarization before the meeting;
• the representative of the school welcomes the
parents and takes them to the conference hall.
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Publisher:
Oscar Publishing Services
Servi
Tutor (assistant pedagogic employee) - In the schools
where inclusive education classes are introduced,
senior students of higher educational institutions in the
field of pedagogy with relevant qualifications are
recruited on a voluntary basis during the pedagogical
practice period as tutors (assistant pedagogic
employee). Attracting students to schools with
inclusive education classes is determined by the
Ministry of Public Education of the Republic of
Uzbekistan and the Ministry of Higher and Secondary
Special Education.
Tutor: - helps to overcome problems and difficulties
that occur in the educational process; - helps students
master the educational programs at a level in
accordance with the requirements of the state
educational standards, analyzes the child's educational
load and capabilities, makes suggestions for making
appropriate changes; - establishes cooperation with
parents in determining, forming and developing
educational interests of students. Tutors initially
monitor their assigned class. Learns all the details
about each child. They help the teacher during the
lesson, but they should not let the students notice their
activity as much as possible. In cases where the class
teacher is absent, the tutor can act as a substitute
teacher. Then the tutor will be responsible for the
students in the class. Basic information about the
student and summary files are required to be in the
tutor.
School psychologist - the school psychologist is
familiar with the psychological and pedagogical
description of each student in the inclusive class; -
conducts psychological adjustment trainings with
these children individually and in small groups based on
their mental and physical condition; - conducts general
psychological games and exercises with the students
of the inclusive class; - advises parents on what to do
with their child in order to create a friendly atmosphere
in the classroom with parents; - providing advice to
parents on the psychological and pedagogical study of
students and their upbringing.
The physical education teacher at the school performs
the following tasks in order to improve the health of
students and promote a healthy lifestyle: - conduct
individual and group exercises with students based on
their physical and mental characteristics; - organization
of sports events and competitions together with
students; - giving advice to parents in the field of
physical education and health of students; - regulating
the physical load of each student together with the
medical staff.
CONCLUSION
Medical worker - a medical worker provides special
medical care to students, taking into account students
with special needs in the inclusive class at the school.
The medical officer: - examines the mental condition of
students, recommends treatment procedures if
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Publisher:
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necessary; - controls children's health during the
correctional-pedagogical education process and
determines the norm of mental and physical load; -
advises parents on the maintenance of the somatic and
mental health of students and, in cooperation with
other specialists, carries out work on their health.
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