DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
136
PROBLEMS AND SOLUTIONS OF INCLUSIVE EDUCATION
Mukhitdinova Diyorakhon Ulugbek qizi
Tashkent State Pedagogical University named after Nizami
Teacher of the Department of "Surdopedagogy and Special Pedagogy"
Jurayeva Muborak Shoberdi qizi
Tashkent State Pedagogical University named after Nizami
Student of the Department of "Surdopedagogy"
https://doi.org/10.5281/zenodo.15148433
Annotation
: This article analyzes the essence of the inclusive education
system, its relevance and problems encountered in practice. The necessary
conditions for the full integration of children with special needs into the general
education system, such as teacher training, infrastructure suitability and
teaching methods, are considered. In addition, along with the scientific and
theoretical foundations of the problem, innovative approaches to its solution
and examples of foreign experience are presented.
Keywords
: Inclusive education, special needs, integration, teaching
methods, pedagogical approach, infrastructure, teacher qualifications.
Introduction
The right of every person to education is one of the highest examples of
human values. However, ensuring equal opportunities for all children in society
has not always been easy. In particular, children with physical, psychological or
intellectual disabilities have often been left out of the education system. From
this perspective, the idea of inclusive education appears as an important socio-
pedagogical phenomenon that embodies the principles of humanity, equality,
and justice. Inclusive education means not only educating children with specific
needs, but also creating a basis for their full inclusion in society, for them to feel
useful and equal members. The joint study of students with different needs and
abilities in educational institutions not only shapes the process of imparting
knowledge, but also the culture of human relations. However, in the process of
implementing such a system, many pedagogical, psychological, organizational
and material problems are encountered. This article analyzes the existing
problems in the effective organization of an inclusive education system, offers
practical solutions and recommendations for their elimination. After all, the
development of society depends on the level of realization of the potential of
each citizen, and inclusive education is one of the important tools leading to this
lofty goal.
Today, the development of an inclusive education system has become a
priority task of every developing country. Because this is not only a reform in
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
137
the field of education, but also a deepening of the principles of equality,
tolerance and humanity in society. However, there are still many problems that
need to be solved in this area. First of all, one of the main problems of inclusive
education is the lack of necessary conditions for children with special needs in
educational institutions. Many schools do not have adapted infrastructure for
students with physical disabilities - ramps, elevators, special classrooms or
technical equipment. This limits their opportunities to learn along with their
peers. Another pressing issue is the lack of sufficient knowledge and skills of
teachers in working with this category of children. Many teachers do not have
special training to teach in an inclusive environment, which negatively affects
the quality of the educational process. After all, each child requires an individual
approach, especially for students with special needs, this need is even more
acute.
Another aspect of the problem is the low psychological preparedness of
society. Unfortunately, in some cases there are negative views and
misconceptions about inclusive education. Such stereotypes are observed not
only among teachers, but also among parents. This situation can become an
obstacle to the social integration of children. However, it is certainly possible
and necessary to combat all these problems. First of all, it is necessary to retrain
and improve the skills of teachers in inclusive education. Through special
trainings, seminars, practical exercises, teachers should be trained in the use of
an individual approach, psychological support, and adapted methodologies. Also,
providing educational institutions with the necessary technical means and
creating an appropriate environment will contribute to increasing the quality of
inclusive education. The development of this system in cooperation between the
state and society, especially strengthening the participation of non-
governmental organizations and social activists, will be very effective. It is also
worth taking as an example the best practices of foreign countries, in particular
the inclusive model of countries such as Finland, Japan or Italy. In fact, each
stage of inclusive education is a step-by-step movement aimed at changing
society. In every problem there is an opportunity, and behind every obstacle
there is a solution. The most important thing is not to deviate from this path, to
act with patience and consistency.
Literature analysis (review):
The issue of inclusive education is one of the important pedagogical areas
that is widely studied in the world today. An analysis of the scientific literature
on this area shows that most experts consider inclusive education to be an
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
138
approach based on the principles of human rights, equal opportunities and
social justice. In particular, T. V. Volosovich in his research pays special attention
to the factors of socio-psychological adaptation in organizing inclusive
education. He includes the receptiveness of the school community and
classroom environment, the empathy and positive motivation of teachers as
important criteria in the educational process.
In the works of A. A. Meshcheryakov and V. I. Lubovsky on special
pedagogy, the importance of individual and differential approaches in working
with children with disabilities is emphasized. They substantiate the need to
adapt the content and forms of education to the psychophysiological capabilities
of the student.
At the international level, the concept “Inclusive Education: The Way of the
Future” developed by UNESCO considers inclusive education as a global
development strategy. It indicates the creation of a sustainable, high-quality and
adapted education system for all children as one of the main tasks facing
countries.
The Resolution of the President of the Republic of Uzbekistan No. PQ-5040
dated March 26, 2021 sets out specific measures for the gradual introduction of
inclusive education, the creation of a supportive environment for children with
special needs, and the development of the capacity of pedagogical personnel.
This resolution serves as the legal basis for the widespread introduction of the
principles of inclusion in the national education system.
Also, the research of Uzbek pedagogical scientists such as A. A. Amanova,
Sh. I. Kadyrov also highlights the specific features of inclusive education at the
modern stage, existing problems and strategies for their elimination. They note
that inclusive education is a complex system that depends not only on students,
but also on teachers, parents and society.
Based on the analyzed literature, it can be said that, despite the different
approaches to inclusive education, all authors recognize that the idea of human
rights and equality lies at the heart of this system. This indicates the need to
combine practical research and innovative methodologies along with scientific
and theoretical approaches.
Discussion:
The modern education system has taken on the task of not only imparting
knowledge, but also of forming each child as a full member of society. In
particular, the inclusion of children with disabilities in the general education
system is the main content of the idea of inclusive education. Although a number
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
139
of reforms are being carried out in this direction today, an analytical approach
shows that there are still many pressing problems in the system that are waiting
for a solution.
First of all, looking at the current situation, a number of regulatory and legal
documents have been developed in Uzbekistan on the introduction of inclusive
education. For example, the legal framework for inclusive education was
established on the basis of the Presidential Decree (PQ-5040, March 26, 2021),
but in practice, these documents have not yet been fully implemented. According
to the results of a social survey conducted in 2023, it was found that only 2 out
of 10 general secondary schools have textbooks and teaching aids adapted for
children with disabilities. The issue of teacher qualifications also directly affects
the quality of inclusive education. According to statistics from recent years, only
25-30 percent of young teachers graduating from pedagogical universities have
theoretical knowledge of inclusive education methods. This leads to a significant
lack of attention to such important aspects as an individual approach,
differentiated learning, and psychological support in practical teaching
processes.
In addition, the level of psychological readiness in society for inclusive
education is also insufficient. At the moment, it is observed that some parents do
not understand this system correctly and are opposed to their children studying
with children with special needs. This situation arises from social stereotypes,
and it is necessary to conduct extensive explanatory and promotional work and
psychological training in this regard. However, there are also positive
experiences against the background of the problems. In particular, in some
regions (for example, in the city of Tashkent, Andijan and Bukhara regions),
"inclusive class" experiments are being successfully tested. These classes involve
specially trained teachers, speech therapists, and defectologists, and children
develop freely within their capabilities. It is important to expand this model
throughout the republic. International experience also shows that an integrated
approach to the system is required to achieve the effectiveness of inclusive
education. For example, in Italian and Finnish schools, all children study in the
same classes, and the pedagogical approach is adapted to different needs. There,
inclusion is not a separate system, but a natural and integral part of education.
In Uzbekistan, this idea should also be introduced gradually, but firmly. In
general, inclusive education is not only a problem of the education system, but
also an indicator of the level of cultural advancement of the entire society. The
conditions created to realize the potential of each child are a criterion for the
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
140
attitude towards the future generation. Therefore, inclusive education should be
approached not with naivety, but with responsibility, based on a systematic
approach.
Conclusion.
Today, inclusive education is not a simple reform or the next stage in the
education system, but one of the criteria that determine the level of humanism
of society. Recognizing the right of every child to education, valuing it regardless
of its capabilities and paving the way for its development is the product of high
culture, social awareness and pedagogical responsibility. Through an inclusive
education system, we pave the way not only for children with special needs, but
also in healthy children we form such human qualities as tolerance, empathy,
and readiness to help. This will serve to raise a loving, socially responsible
generation in the future. Therefore, we should look at inclusive education not as
a simplicity or obligation, but as a spiritual and social necessity. Of course, there
are problems on this path: insufficient infrastructure, unpreparedness of
pedagogical personnel, stereotypes in society... But every problem actually hides
an opportunity within itself. The main thing is to be able to see this opportunity,
believe in it and work to realize it.
Inclusive education is when every child finds his place, his confidence in life
strengthens, and he feels like a person needed by society. Therefore, on this
path, we need to change not only the system, but also our views, approaches,
and even the humanity in our hearts. Because education is not just knowledge, it
is the art of teaching life. And this life should be equal, open, and full of love for
all of us.
List of used literature:
1. Resolution of the President of the Republic of Uzbekistan dated March 26,
2021 No. PQ–5040 “On the National Program for Supporting Persons with
Disabilities and Ensuring Their Rights in 2021–2025”.
2. UNESCO. (2009). Inclusive Education: The Way of the Future. International
Conference on Education, Geneva.
3. Amanova A. A. (2020). Fundamentals of inclusive education. – Tashkent:
“Science and Technology” Publishing House.
4. Kadyrov Sh. I. (2019). “Problems of inclusive education and ways to solve
them”, Journal of Pedagogical Education, No. 2, pp. 56–60.
5. Volosovich T. V. (2015). Psychological foundations of inclusive education. –
Moscow: Prosveshchenie.
6. Azizkhodjaeva N. N. (2021). Pedagogical technologies and pedagogical skills. –
Tashkent: “Ilm ziyo” Publishing House.
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
141
7. Salimova D. A. (2023). “Factors for forming an inclusive environment in
general education schools”, Journal of Education and Practice, No. 4, pp. 33–38.
8. Booth T., Ainscow M. (2002). Index for Inclusion: Developing learning and
participation in schools. – Centre for Studies on Inclusive Education (CSIE), UK.
