Volume 05 Issue 10-2024
59
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
59-62
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
The article examines the development of the educational system for children with special educational needs in the
Republic of Uzbekistan and the improvement of the inclusive education system to integrate these children into social
life and introduce it in general education schools.
KEYWORDS
Inclusive education, children with disabilities, personnel, normative-legal documents, society, social life, special
equipment, concept of developing inclusive education, "All Children Succeed" project.
INTRODUCTION
In Uzbekistan, human dignity, especially the issues
concerning individuals with disabilities, is under
constant attention. Measures are being taken to
protect their rights and interests, create a barrier-free
environment, and integrate them into society. Legal
and organizational conditions are being created to
ensure that people with disabilities actively participate
in the political, social, economic, and cultural life of the
country. In recent years, the adoption of significant
decisions and decrees by our country's leadership on
this issue has played an essential role in protecting the
rights and interests of persons with disabilities, freeing
them from feelings of despair and uncertainty, and
increasing their desire to engage in life.
Inclusive education is an educational system aimed at
eliminating barriers between disabled and healthy
children, integrating children who need special
education (due to certain reasons for disability) into
social life, regardless of the developmental defects or
economic difficulties they may face.
Research Article
INCLUSIVE EDUCATION POLICIES AND PRACTICES IN UZBEKISTAN
Submission Date:
October 08, 2024,
Accepted Date:
October 13, 2024,
Published Date:
October 18, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-10
Sh.М. Аbduvaxobova
Doctoral student at Andijan State University, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
60
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
59-62
OCLC
–
1242041055
Publisher:
Master Journals
In our country, great attention is being paid to the
development of inclusive education. In Uzbekistan,
inclusive education has become a state policy issue.
The integration of children with disabilities into general
education schools is a natural stage in the
development of the inclusive education system. This is
related to the reconsideration of society and the
state's attitude toward children with disabilities, not
only recognizing the equality of their rights but also
understanding society's obligation to provide broader
opportunities for such children in various areas,
including education.
A series of normative-legal documents have been
adopted in Uzbekistan regarding the implementation
of inclusive education. These documents outline
measures to socially support children who are part of
our society and need special assistance, provide them
with education, and help them integrate alongside
healthy children, showing their capabilities and abilities
and achieving spiritual growth.
The President of Uzbekistan's decree No. PF-5270
dated December 1, 2017, "On Measures to
Fundamentally Improve the State Support System for
Persons with Disabilities," the decree No. PF-5712
dated April 29, 2019, "On the Concept for Developing
the Public Education System Until 2030," the decree
No. PF-6108 dated November 6, 2020, "On Measures to
Develop Education, Upbringing, and Science in the
New Period of Development of Uzbekistan," and the
resolution No. 638 of the Cabinet of Ministers of
Uzbekistan dated October 12, 2021, "On the Approval
of Normative Legal Documents Related to the
Education of Children with Special Educational Needs,"
and other documents, outline the organization of
inclusive education for teaching children with special
educational needs, equipping general education
institutions with special devices (elevators, ramps,
handrails, etc.), and providing the necessary personnel
(special educators, specialists in psychological-
pedagogical supervision of children).
The President of Uzbekistan's resolution No. PQ-4860
dated October 13, 2020, "On Measures to Further
Improve the System of Education and Upbringing of
Children with Special Educational Needs" defined
several tasks aimed at developing inclusive education
in Uzbekistan, improving the education and upbringing
system for children with special needs, and enhancing
the quality of educational services provided to them. In
the initial stages, it involved opening experimental
classes in certain schools and regions, such as primary
correctional classes for children needing special
education or specialized groups for 9th-grade
students.
Uzbekistan's new education system focuses not only
on instilling academic knowledge in students but also
on developing skills necessary for everyday life and the
future. The system aims to foster young people who
can communicate freely, think critically, creatively
solve problems and challenges, and work in teams.
The project to create an inclusive, unrestricted learning
environment and equal opportunities for all children is
being implemented in accordance with the "Concept
for Developing the Public Education System Until
2030." This initiative is organized by the Ministry of
Preschool and School Education, UNICEF, and the
"Zamin" International Public Foundation. Both
international organizations have been supporting the
creation and development of the inclusive education
system in Uzbekistan for many years. By 2025,
Uzbekistan aims to achieve inclusivity in at least 51% of
schools. Additionally, creating a safe and inclusive
educational environment for children is one of the
priority directions for the country's development. This
task is being implemented within the framework of the
"Concept for Developing Inclusive Education for 2020-
Volume 05 Issue 10-2024
61
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
59-62
OCLC
–
1242041055
Publisher:
Master Journals
2025." For example, in the 2022 academic year, 225
general education schools across all regions of
Uzbekistan opened their doors to children with
disabilities.
The 298th general education school in Tashkent has
now become a convenient institution for children with
disabilities. This school is the first educational
institution in Uzbekistan with an accessible and safe
inclusive infrastructure, where students with certain
disabilities can move freely, study, and interact with
their peers and teachers. The 298th school was
selected as a pilot project in the summer of 2023. The
architectural planning was initiated in January 2024
based on UNICEF's guidelines for the universal design
of school buildings. It took six months to create all the
necessary conditions for children with disabilities to
receive a full-fledged education and integrate
comfortably. At the initial stage, the first floor, where
primary classes are taught, and the school yard were
adapted to meet the needs of children with disabilities.
Tactile tiles were laid along the perimeter of the area
and on the first floor, including hallways, classrooms,
the dining hall, the gym, and the first aid station. Floor
markings were installed for visually impaired children.
Ramps were installed at the entrance for students
using wheelchairs. The first floor also has a separate
bathroom for students with mobility impairments. If a
child needs assistance, they can press a special button
to call staff.
UNICEF has highlighted Uzbekistan's efforts in this
area. Representatives of the organization called on
communities, parents, teachers, students, and schools
to adopt this inclusive approach.
On February 20, 2024, the USAID Mission Director in
Uzbekistan, David Hoffman, together with relevant
government partner organizations, launched USAID's
five-year "All Children Succeed" project in Tashkent.
This project is implemented in partnership with
Creative Associates International, the American
Councils for International Education, the Center for
Disability and Inclusion at Syracuse University, Praxis
Plus, and the National Movement "Yuksalish."
Through the "All Children Succeed" project, USAID
supports three key areas: creating accessible teaching
materials for inclusive education, providing practical
training for teachers, and developing a sustainable
policy co-designed with teachers and people with
disabilities. In his speech, David Hoffman, the USAID
Mission Director in Uzbekistan, emphasized the
importance of collective responsibility in creating
educational opportunities that enable each child to
realize their full potential.
Speakers from the USAID "All Children Succeed"
project visited Namangan region to exchange
experiences in developing inclusive education,
addressing existing shortcomings, and learning from
the practices of other countries. The inclusive
education conditions created in Namangan were
evaluated as part of the study of the city of Namangan.
Discussions were held between teachers, social
workers providing comprehensive services in
communities, staff of the "Insan" Social Services
Center, and American specialists regarding efforts to
involve children with disabilities in inclusive education
and the conditions being created in the country.
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Volume 05 Issue 10-2024
62
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
59-62
OCLC
–
1242041055
Publisher:
Master Journals
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7
