Volume 03 Issue 03-2023
59
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
03
Pages:
59-61
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article outlines the techniques of introducing inclusive educational institutions and preparing future teachers for
inclusive education. The essence, objectives and principles of inclusive education of special needs children and
adolescents need inclusive education, the role of international organizations in implementing this form of education.
KEYWORDS
Inclusive education, child with special needs, education, adaptation, doctor-psychoneurologist, pedagogue-
defectologist, psychologist, speech therapist.
INTRODUCTION
There are still many challenges and barriers to the
implementation of inclusive education in the world on
a global scale. One of the main reasons is that in many
countries the introduction of this education is not
specified in government regulations. These include:
➢
Negative attitude;
➢
Invisibility in the community;
➢
Financial problems;
➢
Physical adaptation;
➢
Number of students in the class;
➢
Addiction;
➢
Discrimination based on gender;
➢
Emergencies, conflicts and refugees.
Negative attitudes are probably the biggest obstacle to
the education of students with special needs in the
system of general education institutions. The essence
Research Article
CHARACTERISTICS OF IMPLEMENTING INCLUSIVE EDUCATION
SYSTEMS IN UZBEKISTAN
Submission Date:
March 21, 2023,
Accepted Date:
March 26, 2023,
Published Date:
March 31, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue03-13
Maqsudova Nodira Alijonovna
NAMSU PhD student, 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 03-2023
57
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
03
Pages:
59-61
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of the problem of negative attitudes is that parents,
community members, teachers, staff of general
education institutions, even students with special
needs in government bodies are reluctant and
unwilling to be educated in their own general
education institutions. This is due to misconceptions in
people about people with disabilities, lack of
information about them, students with disabilities
growing up in a limited environment, etc. [1.27.b].
The essence of the problem of invisibility in the
community is that many students with special needs
are often severely concealed by their parents. They are
not shown to anyone under house arrest, and no
information is given about the disabled child during the
registration process. As a result, many students with
disabilities are deprived of participation in the
community. The lack of any information about them
leads them to not attend educational institutions.
Financial problems. In many countries around the
world, it is believed that the education of students with
special needs in secondary schools is very expensive.
That is why they do not solve the problem of
introducing an inclusive education system.
METHODOLOGY
The issue of physical adaptation exists in every country,
and at the heart of this problem is the issue of school
attendance of students with special needs. When a
child with special needs comes to school, he or she
faces many problems, such as getting inside the
building, moving around the rooms, going to the toilet,
and so on. Physical safety and comfort are important in
inclusive education.
The problem of the number of students in a class. The
large number of students in a classroom in many
countries hinders inclusion for students with special
needs. In developed countries, the number of students
in each class does not exceed 30. However, in less
developed countries, it is common for 60-100 children
to study in one class.
Addiction problem. This means that most students
with special needs are constantly in need of support
from others.
The problem with gender discrimination is that boys
and girls are not treated equally in education.
Emergencies, conflicts and refugees. Emergencies,
conflicts and refugees are not only a cause of disability,
but also a factor that deepens the vulnerability of
students with special needs. Globally, there are no
solutions to this problem. Significant work has been
done in the country to train students in need of special
assistance in the system of general education
institutions. In cooperation with international
organizations UNESCO and UNICEF, training seminars
and international conferences on inclusive education
have been organized.
As a result of the work carried out, the attitude of
public organizations to the education of students with
disabilities has changed, the attention of parents to
students, the interest in learning has increased.
Despite the fact that in Uzbekistan there are specific
problems and difficulties in attracting students with
disabilities to secondary schools, the organization of
education on the basis of integration, it is developing
in all regions. Efforts are also being made to organize
other non-traditional forms of education for students
with disabilities.
In addition to a certain level of success, there are some
issues that need to be addressed:
Volume 03 Issue 03-2023
58
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
03
Pages:
59-61
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
Lack of textbooks for parents on the system of
education of students with disabilities, the system
of inclusive education;
-
The system of funding for home schooling of
students with special needs is not well established
in the field;
-
not specified in the state regulations on the
introduction of inclusive education;
-
Lack of close connection between the school and
the families of students with disabilities;
-
Issues of providing transportation for students
with disabilities to school;
-
Poor diagnosis in remote villages;
-
Lack of wheelchairs, crutches, hearing aids,
glasses, traumatological shoes;
-
the state has not fully addressed the problems of
vocational guidance, employment;
-
Lack of benefits for parents caring for students
with disabilities;
-
-negative attitude of the environment towards
students with disabilities;
-
Work with students with disabilities is not well
organized in the community and the activities of
non-governmental organizations are insufficient;
-
Insufficient legal knowledge of parents of students
with disabilities and ignorance of the benefits
provided by the state;
-
Insufficient staff for educational institutions;
-
facilities are not adapted for students with special
needs;
-
-special education of general education teachers in
the system of professional development.
To solve the above problems, the following issues need
to be addressed. They are:
In the legal direction: An article on inclusive education
was added to the Law on Education; (September 23,
2020. New edition of the Law on Education. Article 20)
Students and adolescents with disabilities are social
and a bill approving correctional pedagogy
preparation;
“Approval of the Regulations on Continuing Education
for Students and Adolescents with Disabilities in
Physical or Mental Development;
Improving the system of continuous inclusive
education for students and adolescents with physical
or mental disabilities;
Identify a financial resource mechanism that supports
inclusive education, its legal protection;
Preparation of proposals on the implementation of the
Law on Social Protection of Persons with Disabilities.
In the scientific and methodological direction:
"The concept of inclusive education" developed by LR
Muminova, DA Nazarova;
Methodical
complexes
(program,
textbook,
curriculum,
methodical
manual;
and
recommendations) are created;
Adaptation of the new edition of the STS to inclusive
education, as well as curricula for inclusive schools,
taking into account the fact that students with
disabilities are educated in secondary schools;
A single database of students and adolescents with
disabilities in the country, aimed at correctional
assistance, has been created on the basis of new
modern computer technologies.
In the direction of management:
A variety of relationships with students in need of
special assistance
Volume 03 Issue 03-2023
59
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
03
Pages:
59-61
SJIF
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MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
a coordination center has been established, uniting
organizations and departments;
Ensuring
interstate
multifaceted
development;
(organizing seminars, conferences, exchange of work
experience, publishing magazines, etc.).
The Republican Coordinating Republican Scientific-
Practical
Center
for
Social
Adaptation
and
Rehabilitation of Students and Adolescents with
Disabilities has been established.
In the direction of school:
Expand the use of financial support and private
resources in the implementation of inclusive
education;
Make suggestions for studying the material and
technical base required for an inclusive school.
Assistance to students with disabilities in the country is
carried out in three areas: through the Ministries of
Public Education, Health and Social Welfare.
Under the Ministry of Public Education:
The need to identify students with developmental
disabilities as early as possible and send them to
appropriate institutions is due to the fact that many
students with various developmental disabilities study
in secondary schools and find it difficult to master the
school curriculum. They must be educated and brought
up in conditions that suit their characteristics.
Proper selection of students in inclusive schools is one
of the most important tasks of the state public
education system. It is the responsibility of the
selection committees to select and select the students
who need to be educated and taught in certain types
of inclusive schools. A comprehensive study of the
child in all respects can be successful if it is carried out
in the course of the child’s activities.
The methods and
materials used in the study and examination of the
child should also take into account their age and
individual characteristics. Commission members need
to communicate with the child, to better understand
his personal qualities. [2; 20.b]
The admission of students to inclusive schools to the
inclusive classes is based on the standard regulations
of the medical-pedagogical commission and the
admission of students with mental and physical
disabilities.
The members of the commission are approved by the
Department of Public Education. The members of the
commission include a doctor-psychoneurologist,
pedagogue-defectologist,
psychologist,
speech
therapist. The chairman of the commission is a
representative of the department of public education
(the representative of the Ministry of Public Education
in the Republican Commission) and the deputy
chairman of the commission is a representative of the
health department (the representative of the Ministry
of Health in the Republican Commission).
RESULTS
Medical
research
includes
ophthalmological,
otolaryngological,
somatic,
neurological,
and
psychiatric examinations. It is advisable for the
commission to conduct a medical examination of the
child first.
Methods of examination in the medical pedagogical
commission:
1. Medical examination.
2. Psychological examination.
3. Pedagogical examination
Volume 03 Issue 03-2023
60
American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
03
I
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03
Pages:
59-61
SJIF
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FACTOR
(2021:
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6.
015
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(2023:
7.
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
4. Speech therapy examination.
After a thorough examination, the child submits an
examination report, which includes brief analytical
data,
clinical,
pedagogical,
speech
therapy
examination data, general conclusions and information
about other disorders. The child will be shown the type
of school recommended, as well as the necessary
treatment. The protocol is recommended for
kindergarten, inclusive school, where the child is sent.
The need for inclusive education stems from the fact
that it has the following benefits for society and
students with special needs;
-
Inclusive education allows students with special
needs to always be in the company of their
families, neighborhoods and relatives.
-
Inclusive education can serve as a catalyst for all to
improve the quality of education;
-
Placement of students in remote boarding schools
prevents them from participating in the life of their
home, family and community;
-
A child who is far from home, family, parental love,
grows up strong, because the family is the main
center of education.
It is assumed that the above-mentioned professional
information will provide teachers with the necessary
amount of special methods of working with students
with disabilities. The type of support a teacher needs is
based on his or her specific questions and the specifics
of the learning environment. The special teacher also
acts as an assistant (assistant) who can work with the
student depending on the need and in accordance with
the science material. A science teacher can obtain
knowledge, skills, and correction techniques from a
specialized teacher, and, if necessary, a school teacher
can also seek help from other professionals (e.g.,
representatives of various services, including medical
staff, etc.). Resource centers will be responsible for
providing inclusive education and managing all
participants in the process. The centers are responsible
for the quality of integrated child education. They
advise teachers, parents and administrative bodies,
organize training of secondary school staff, participate
in pedagogical councils. The centers provide
information to parents and the general public;
coordinate the activities of all services to some extent
related to solving the problems of students in need of
inclusive education in secondary schools; cooperates
with
local
government
bodies,
institutions,
organizations, experts in the field of inclusive
education, medical centers and schools. [3; 110.b].
CONCLUSION
In conclusion, it should be noted that the admission of
students with special needs to secondary schools
encourages the development of new teaching
methods that are more active and involve more
students. And the benefit of this is for every child.
There is a misconception and attitude towards people
with disabilities in society. This may be due to a lack of
information about them and the fact that they were
educated in closed institutions in special institutions
from an early age. Losing or reducing such a
relationship is a much more difficult task. But
experience has shown that students are more likely
than adults to understand differences and similarities.
L.S. Vygotsky argues that the social environment is of
paramount importance to students with disabilities.
Similarly, it likens the development of students with
disabilities to a bad plant with roots. “Its thin roots do
not match the layers and shape of the nutrient soil.
They do not reach the nutrient layers of the soil on their
own and enter the dry and toxic layer. "Such a plant
could have flourished under the right conditions, but
under normal conditions, it withered without reaching
Volume 03 Issue 03-2023
61
American Journal Of Social Sciences And Humanity Research
(ISSN
–
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VOLUME
03
I
SSUE
03
Pages:
59-61
SJIF
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FACTOR
(2021:
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)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the peak of development." If students with special
needs were educated and nurtured together with
students with normal development, this would ensure
that all students were not discriminated against,
realizing that they were children like themselves with
disabilities.
Inclusive education is a measure of quality education
based on the right to education and emphasis on
equality in attendance, and it has a positive approach
to the individual learning needs and competitiveness of
all students. Inclusive education is child-centered and
places the responsibility of adaptation on the
education system rather than on the individual child.
Inclusive education, together with the general public
and other sectors, actively works to ensure that every
child, regardless of gender, language, ability, religion,
nationality or other characteristics, is encouraged to
study with their peers, attend classes and develop their
full potential. There is no standard model that defines
education as inclusive. Inclusive education allows all
students to succeed in school, to participate in lessons
on a regular basis.
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Muminova
L.R.,
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Axmedova Z. The system of speech therapy in the
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Mo'minova L.R. Speech therapy examination of
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