Volume 04 Issue 09-2024
28
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
28-36
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the requirements for environmental education in special schools, principles of environmental education,
consistent and effective methods of environmental education, educational process of visually impaired, hearing
impaired and mentally retarded students, knowledge of ecology It has been analyzed the work that should be done
in the acquisition of culture and skills, ecological culture, methods of ecological activity, its corrective development
and the formation of personal qualities.
KEYWORDS
Visually impaired, hearing impaired, mentally retarded, student, ecology, knowledge, skill, competence, ecological
culture, ecological activity, method, corrective development.
INTRODUCTION
All researchers approached teaching principles in
didactic literature in different ways. The most
important of them is the approach to teaching
principles in terms of organization and management of
students' cognitive activities, which are covered in the
researches of Y.K.Babansky, V.G.Zagvyazinsky.
In our republic, socio-economic, spiritual-educational
changes in the process of special education are
scientific, systematic, demonstrative, connecting
Research Article
MAXSUS TA’LIM TIZIMIDA EKOLOGIK TA’LIM
-TARBIYaGA
QO‘YILADIGAN TALABLAR
Submission Date:
Aug 30, 2024,
Accepted Date:
Sep 04, 2024,
Published Date:
Sep 09, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue09-05
Parida Pulatova
Tashkent State Pedagogical University named after Nizami, Faculty of Special Pedagogy and Inclusive
Education, Professor of the Department of Oligophrenic Pedagogy, Candidate of Pedagogical Sciences,
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 04 Issue 09-2024
29
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
28-36
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
theory
with
practice,
efficiency,
sequence,
comprehensibility, education and the integrity of
education, the methodological principle of socio-
economic development, and the need to combine a
number of individual and group approaches,
humanization and democratization of education,
individualization, and differentiation.
The principles of teaching in special pedagogy
determine the content of pedagogical activity and the
directions of the correctional educational process.
Accordingly, the principles of teaching ecology in
special schools were also divided into two groups.
1. Principles defining the content of ecology education.
2. Principles that determine the direction of the
correctional education process.
Table 1.1
Teaching principles
Principles determining the
content of ecological education
Principles that determine the
direction of the correctional education
process
Scientific,
systematic,
demonstrative,
connecting
theory with practice, efficiency.
Consistency,
comprehensibility, integrity of
correctional education and
upbringing
Socio-economic, methodological
principle of correctional development,
humanization
of
pedagogical
relations,
individualization
and
differentiation
of
education,
harmonization of individual and group
approach, consciousness
Volume 04 Issue 09-2024
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American Journal Of Social Sciences And Humanity Research
(ISSN
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OCLC
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Publisher:
Oscar Publishing Services
Servi
Due to the fact that the content and essence of
principles
such
as
scientificity,
systematicity,
demonstration, connection of theory with practice,
efficiency, sequence, comprehensibility, corrective
education and integrity of education, which determine
the content of education, are widely covered in
didactic literature, they are full of description. it was
not found necessary.
Below is a description of the principles that determine
the direction of the correctional education process:
Principles of ecological education: humanism and
democracy of ecological education. The essence of this
is that the ecological education provided in all the
institutions of our special education system allows
disabled students to develop their material and
spiritual maturity, the growth of their intelligence, the
brilliance of their human activity and, finally, to know
their identity. It is the goal of them to grow up to be
benevolent, humanitarian, patriots, who are aware of
their rights, duties, kind attitude towards nature, how
necessary nature protection is for people.
Continuity
and
consistency
of
environmental
education. Environmental education and upbringing
provided in special educational institutions of
independent
Uzbekistan
are
continuous
(i.e.
complement each other) and interdependent. Visually
impaired, hearing impaired, mentally retarded
students are adapted to the next types of education
(5th to 9th grade) based on the plan and types of
lessons, so the next stages are a continuation of the
previous ones. This, in turn, allows you to move from
one class to another. Environmental education is
organized in a systematic and consistent manner based
on the curriculum and program.
Scientific and secular nature of ecological education
system.
In our republic, secular knowledge is given in all special
schools. It has a scientific basis and is improved thanks
to the latest achievements of science, technology,
culture and human intelligence. they direct students to
directly know the objective world, draw appropriate
conclusions, determine their role and tasks in society,
and consciously acquire a profession.
Priority of universal and national-spiritual values in
environmental education.
The knowledge imparted in some educational
institutions included in the educational system is based
on the material and spiritual factors of our people, our
ancestors, formed and perfected based on thousands
of years of life experience, as well as on the invaluable
works written down by great figures. It equips us with
the universal ideals necessary for us to express our
identity, and in this respect promotes advanced
universal values.
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It was found appropriate to apply the following
teaching principles to pedagogical practice in the
implementation of environmental education in special
schools.
1. The law on the dependence of the purpose, content,
means and forms of environmental education on the
social environment for visually impaired, hearing
impaired, mentally retarded students in special
schools.
The renewal of the content of special education is the
renewal of the educational process carried out in
society, the educational standards of a developed legal
democratic state, educational programs, textbooks
and a new generation of educational-methodical
manuals have been created. Applying pedagogical and
information technologies to the process of
correctional education in special schools, instilling the
idea of national independence into the hearts and
minds of students is considered an urgent problem
today.
2. Educative and developing educational law.
The learning process of visually impaired, hearing
impaired and mentally retarded students is based on
the acquisition of ecological knowledge, skills and
competences, ecological culture, methods of
ecological activity, its corrective development and the
formation of personal qualities. This law makes it
possible to form a person who has matured in all
aspects.
3. The law of adaptation of the ecological educational
process to the specific characteristics of special school
students.
This law reflects the inextricable connection between
the
method
of
organizing
the
correctional
environmental education process, the result to be
obtained, pedagogical management and increasing the
activity of visually impaired, hearing impaired, and
mentally retarded students.
This law provides for the application of advanced
pedagogical
technologies
to
the
correctional
educational process based on the requirements of the
National Personnel Training Program, the creation of
modern educational methodological complexes and
the methodical provision of the educational process,
the ability of students The introduction of a
differentiated approach in accordance with their
abilities and needs, aims to make special school
students full-fledged subjects of their educational
activities.
4. The law of unity and interdependence of
individualization
of educational activities and
organization of group education in the implementation
of ecological education.
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Publisher:
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Servi
In accordance with the purpose and mission of the
ecological education process, it is based on meeting
the need for learning and increasing the interest of
visually impaired, hearing impaired, mentally retarded
students. This law makes it possible to determine the
special characteristics of special school students, to
get education according to their needs, interests, and
opportunities.
5. The law of unity and interdependence of theory and
practice in the implementation of ecological education.
In the process of environmental education of special
school students, it is based on the formation of skills to
achieve conscious and solid mastering of knowledge,
concepts, ideas, theories, and their practical
application. This law allows integration and harmony of
science, technology, production and practical
experiences with the educational process.
6. The law of unity and integrity of the pedagogical
process.
Harmonizing the integral connections between the
whole and component parts of the pedagogical
process, the content, tools, methods and forms of their
educational process, the pedagogical activities of
special education teachers and the educational
activities
of
students,
motivations
provides
dependence.
It is known that the didactic process varies depending
on the motivation of special school students, activities
and teacher's management algorithms.
Any didactic process serves certain goals. The didactic
process organized in accordance with the purpose, in
turn, allows the use of teaching methods, tools and
forms that enable the development of learning
motives of special school students in acquiring
knowledge about ecology, the knowledge of visually
impaired, hearing impaired, mentally retarded
students. organization and management of activities,
in accordance with them, also requires the pedagogical
activities of the teacher-defectologist.
The process of environmental education in the special
education system serves the following purposes:
The educational goal is to acquire the basics of
environmental education, knowledge, skills and
qualifications of students in the special education
system, intellectual, moral, spiritual, spiritual, physical,
development, practical and acquisition of work skills,
formation of initial skills for work and vocational
education.
Educational goal - in the process of implementing
environmental education in special school students,
based on the content of the subject, they have high
moral and ethical qualities, worldview, are socially
active, respect for national and universal values,
principles of national independence, to the
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Motherland formation of a well-rounded, well-rounded
person educated in the spirit of loyalty.
The corrective development goal of ecological
education is the scientific outlook, thinking, spiritual
and moral qualities of special school students,
methods of knowledge acquisition, practical, work,
educational, independent and creative thinking skills.
serves to implement such as the development of
speech and communication culture.
The main goal of ecological education is to make
students of special schools feel responsible for their
school, neighborhood, environment, urban and rural
streets, protection of flora and fauna, patriotism and
responsibility towards society. education of young
people who have developed independent and creative
thinking skills.
In a special school, the above-mentioned content of
environmental education and upbringing, teaching
tools, methods, forms and forms of student activity,
organization and control of the learning process, and
the progress of the educational process in accordance
with the obtained results 'includes making changes.
Our research includes:
- It is important to study and analyze the current state
of environmental education in special schools for
children who need special education, to choose the
content, tools and methods to achieve the goal of
environmental education the fact that;
- Matching the motivation, need, and interest of the
students of the special school for children who need
special education, taking into account the mental and
physiological state of the young and the type of
disability;
- designing the process of environmental education in
special schools, choosing the means of achieving the
goal in accordance with the teaching content,
delivering the educational material using various
methods and achieving conscious assimilation by
students;
- organization of environmental education in harmony
with other forms of implementation (out of class,
extracurricular activities, excursions) is taken into
account.
In our research, on the basis of natural sciences and
other disciplines, students' knowledge of ecology,
formation of independent thinking skills of special
school students, independent work on textbooks and
texts related to ecology, students with intellectual
disabilities according to their ability levels. the goal was
to achieve independent and conscious mastering of
educational material.
In the implementation of environmental education in
special schools based on the above-mentioned:
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• in special schools in interdisciplinary, geography,
natural science (Man and his health) classes and
extracurricular activities, excursions, knowledge of
ecology, love for nature, proper attitude, the
surrounding environment - development and
implementation of the most optimal ways, effective
forms and methods of creating kindness to the
environment,
environmental
culture
and
implementation of environmental education in
students;
• individual and differentiated approach to students in
environmental education in special schools;
• achieving efficiency in the implementation of
environmental education in special schools using new
pedagogical and information technologies;
• during the implementation of environmental
education in special schools, to ensure the humane
nature of environmental education based on the rich
spiritual and intellectual heritage of the people and
universal values;
• development and implementation of mechanisms of
didactic science achievements and integration with
practice in the implementation of environmental
education in special schools;
• implementation of provision of advanced
pedagogical technologies in the implementation of
environmental education in special schools;
• spiritual and moral qualities, legal, economic qualities
of visually impaired, hearing impaired, mentally
retarded students of environmental education in
special schools based on the principles of national
independence and the rich intellectual heritage of the
people and the priority of universal values ,
improvement of ecological and sanitary-hygienic
education and training;
• it can be concluded that in the implementation o
f
environmental
education
in
special
schools,
requirements such as instilling national independence
ideology into the minds and hearts of students, and
raising ideological education to today's level have been
set.
From the theoretical analysis, an exemplary idea for us
is that the object of Oligophrenopedagogy, the
ecological education of mentally retarded students, is
the same as the general laws of the education of
healthy peers. At the same time, it has its own stylistic
features,
unlike
them.
(correction-rectification,
compensation-replacing the work of unhealthy organs
with healthy organs, for example: sense if the eyes are
blind, through the skin of the hand (in Braille), through
the eyes if the ears are deaf, through articulation,
through gestures, through all analyzers (based on
sight, smell, skin sensations) in case of mental
retardation).
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This general idea is one of the ideas that justify the
pedagogical nature of the topic we have chosen. After
all, every member of the society is a product of one
particular socio-historical period, and his physical and
spiritual defects and defects are also integral with the
social, economic, cultural and educational conditions
created by the period in which he was born. depends.
CONCLUSION
In conclusion, it can be said that one of the special,
socio-pedagogical principles in the implementation of
environmental education in special schools is to
inculcate universal and national values in their minds
and to form practical skills in them. In accordance with
the ethno-psychological characteristics of the Uzbek
people, to be kind to nature, to be kind to living and
inanimate nature, to help the needy, generosity,
respect for science and people of science, not alien to
one's psyche. forms intolerance towards social
situations
-
drinking,
smoking,
promiscuity,
extravagance, laziness, etc.
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