European International Journal of Pedagogics
200
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
200-203
DOI
3
OPEN ACCESS
SUBMITED
28 March 2025
ACCEPTED
24 April 2025
PUBLISHED
26 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
National and International
Experience of Education
and Upbringing in The
Process of Preparing for
Inclusive Education
Badalov Avazbek Rustamjonovich
Lecturer at the Ishoqkhon Ibrat Namangan State Institute of Foreign
Languages, Uzbekistan
Abstract:
This article examines the scientific and
theoretical foundations of national and international
experiences in the process of preparation for inclusive
education. The experience of developed countries in
organizing inclusive education and the reforms carried
out in this area in Uzbekistan are analyzed. In particular,
issues of professional training of teachers in inclusive
education, material and technical base, development of
individual educational plans and social partnership are
studied. As a result of the research, scientifically based
recommendations for improving the process of
preparation for inclusive education have been
developed.
Keywords:
Inclusive education, national experience,
international
experience,
professional
training,
individual approach, material and technical base, social
partnership, pedagogical competencies.
Introduction:
Ensuring equal access to education for
every individual in society, forming an education system
based on humanitarian principles, and fully integrating
children with special needs into the educational process
are among the most pressing issues today. Inclusive
education is an approach aimed at involving all
students, including children with disabilities, in the
general education process and creating equal learning
opportunities for them. This concept implies integrating
students with special needs into the mainstream
education process without isolating them, by creating
all the necessary conditions for their participation.
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European International Journal of Pedagogics
Today, inclusive education has become one of the
most important directions in the global educational
sphere. According to UNESCO, over 150 million
children worldwide live with varying degrees of
disabilities, and more than 50% of them do not have
access to full-fledged education. Inclusive education
ensures that children with special needs receive
education in mainstream schools, which lays the
foundation for their full integration into society and
the realization of their potential in the future.
In Uzbekistan, consistent reforms have also been
implemented in recent years to develop inclusive
education. In the Concept for the Development of the
Education System of the Republic of Uzbekistan for
2020
–
2024, special attention is given to improving
inclusive education (Presidential Decree of the
Republic of Uzbekistan, 2019). According to this
document, it is planned to reorganize 50% of special
education institutions based on inclusive education
principles by 2025.
The process of preparing for inclusive education is
multifaceted and complex, encompassing areas such
as teacher training, developing material and technical
infrastructure, adapting educational programs, and
establishing social partnerships. The main objective of
this article is to study and analyze national and
international experiences in preparing for inclusive
education and to develop effective recommendations
based on this analysis.
METHODS
Scientific research in the field of inclusive education is
actively developing worldwide. Foreign researchers
Florian and Black-Hawkins have studied the theoretical
foundations
of
inclusive
pedagogy
and
its
implementation in practice. They developed the main
principles of inclusive education and paid special
attention to the professional training of teachers [1].
The “Inclusive Education Strategies” concept
developed by Mitchell offers a number of practical
methods for supporting students with special needs
[2]. He identified 24 strategies necessary for the
effective organization of inclusive education.
The theoretical foundations of inclusive education
have been proposed by the following prominent
scholars:
Lev Vygotsky
–
emphasized that tasks matching the
learners' capabilities based on the "Zone of Proximal
Development" theory can increase effectiveness.
Howard Gardner
–
argued for the development of each
child’s unique abilities and talents through his “Theory
of Multiple Intelligences.
John Dewey
–
advocated for learning through
experience, emphasizing that knowledge should be
based on students' personal experiences.
Maria Montessori
–
promoted the principle of “child
freedom,” focusing on individual development in
education.
Uzbek researchers have also made significant
contributions to studying the theoretical and practical
foundations of inclusive education. In her study
“Prospects for the Development of Inclusive Education
in Uzbekistan,” M. Rakhimova explored the creation of
a national model of inclusive education, improving its
legal framework, and teacher training. According to the
author, the most important issue in the development of
inclusive education is the professional preparation of
teachers and the establishment of a social partnership
system [3].
S. Yuldasheva, in her study “
Professional Training of
Teachers in Inclusive Education: Problems and
Solutions,” investigated issues related to preparing
teachers for inclusive education, developing their
special pedagogical competencies, and forming
practical skills. She identified existing problems in the
teacher training system and proposed solutions [4].
U.J. Mansurov, in his study “Reforms in the Education
Sector of Uzbekistan: Inclusive Education and New
Pedagogical Approaches,” analyzed the strategy for
developing inclusive education in Uzbekistan, its key
directions, and achieved outcomes. The author
emphasized the importance of considering national
values and traditions while also studying and
implementing advanced international experiences in
the development of inclusive education [5].
This research used the following scientific methods:
Analysis and synthesis method
–
studying theoretical
sources, scientific research, and legal documents
related to inclusive education.
Comparative analysis method
–
comparing national and
international practices in inclusive education and
identifying their specific characteristics.
Empirical methods
–
collecting practical data through
surveys, observations, and interviews.
Statistical methods
–
processing and analyzing the
results of surveys and research using statistical
techniques.
Modeling method
–
developing an effective model for
the preparation process for inclusive education.
DISCUSSION AND RESULTS
According to the research results, a number of
differences and similarities between national and
international experiences in preparing for inclusive
education have been identified.
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European International Journal of Pedagogics
In Finland, the inclusive education system is based on
the principle “Every child is valuable.” The education
system here focuses on early identification of students
with special needs, providing them with support, and
developing individualized education plans. The main
features of the inclusive education preparation
process in Finland include: 95% of teachers have
undergone special training in inclusive education; Each
school has support services consisting of special
educators, psychologists, and social workers; The
learning environment is fully adapted and equipped
with special tools; Individualized education plans are
developed for each student and are regularly updated.
Italy is considered one of the first countries to
implement inclusive education. Since 1977, special
schools have been gradually closed in Italy, and all
students have been admitted to mainstream schools.
The key features of the preparation process for
inclusive education in Italy include: Two teachers (a
general and a special education teacher) work
together in each class; The number of students with
disabilities in a class does not exceed 20; Parents are
actively involved in the educational process; Curricula
are modular, allowing them to be adapted to each
student’s abilities.
In the USA, the "Individual Education Plan" (IEP)
system has been implemented, through which a
special educational program is developed for each
student with special needs. The preparation process
for inclusive education in the USA includes: Special
certification programs for teachers; Extensive use of
assistive tools and adaptive technologies; Legal
reinforcement of the rights and responsibilities of
parents; Emphasis on a differentiated approach in the
educational process.
In Japan, the inclusive education system is based on
the principle of creating a "barrier-free" learning
environment. The preparation process includes: Fully
adapting the material and technical base of schools to
meet the needs of students with disabilities;
Implementing a joint training system for general and
special education teachers; Developing special
educational materials and technologies; Conducting
broad outreach to promote inclusive culture in society.
In Uzbekistan, several regulatory documents have
been adopted to develop inclusive education. In
particular, the “Concept for the Development of the
Education System of the Republic of Uzbekistan for
2020
–2024” defines the following tasks for
advancing
inclusive education: Improving the infrastructure for
inclusive education; Retraining and upgrading the
qualifications of teachers; Developing special
educational materials and manuals; Creating a system
for early diagnostics of children.
According to a sociological survey, the level of
preparedness for inclusive education in schools in
Uzbekistan is as follows: 35% of teachers have
undergone special training in inclusive education; 40%
of schools have adapted their material and technical
base for inclusive education; 30% are provided with
special educational materials and manuals; 25% of
parents are considered prepared for inclusive
education.
Based on the research findings, the main directions in
the preparation process for inclusive education are as
follows:
1) Professional training of teachers: Teachers play a
crucial role in inclusive education. They must possess
not only the skills to work with students with special
needs but also a positive attitude and inclusive values.
According to the survey, 65% of teachers expressed a
desire to gain additional knowledge and skills in
inclusive education, while 40% lack access to such
training opportunities.
2) Improvement of the material and technical base:
Effective implementation of inclusive education
requires adapting the infrastructure of schools, which
includes: Physical modifications to buildings (e.g.,
ramps, elevators); Special equipment (e.g., Braille
books, hearing aids); Modern technologies (e.g.,
computers, specialized software).
3) Development of individual education plans: Designing
an individualized education plan for each student with
special needs is a key component of inclusive education.
This plan should consider the student’s abilities, needs,
and developmental goals.
4) Social cooperation: Collaboration between schools,
families, and society is essential for the successful
development of inclusive education. The participation
of parents, community organizations, and government
institutions increases the effectiveness of inclusive
practices.
The research revealed several differences between
national and international practices in preparing for
inclusive education:
Teacher training: In foreign countries, the level of
teacher training for inclusive education is significantly
higher (e.g., 95% in Finland) compared to Uzbekistan
(35%). This highlights the need to enhance special
teacher training systems in Uzbekistan.
Material and technical base: In developed countries, the
infrastructure of schools is fully adapted for inclusive
education, while in Uzbekistan, only 40% of schools
have created the necessary conditions.
Support services: Foreign countries have established
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European International Journal of Pedagogics
support services (special educators, psychologists, and
social workers) in every school, whereas such systems
are not yet fully developed in Uzbekistan.
Parental involvement: In international practice,
parents are active participants in the educational
process, while in Uzbekistan, only 25% of parents are
considered prepared for inclusive education.
At the same time, there are similarities between
national and international experiences in the
preparation for inclusive education, including:
Legal foundations: Inclusive education is legally
supported and prioritized in government policy in all
countries.
Individual approach: Both in Uzbekistan and abroad,
there is experience in developing individual education
plans for students with special needs.
Principle of collaboration: All countries emphasize
cooperation between various social institutions
(school, family, society) in the development of
inclusive education.
CONCLUSION
Studying and integrating both national and
international experiences in preparing for inclusive
education is of great importance. Research findings
show that several reforms are necessary for further
development of inclusive education in Uzbekistan. In
particular, it is essential to strengthen teacher training,
improve the infrastructure of schools, establish
support service systems, and actively promote
inclusive values among parents and society.
Drawing from international practices, the following
directions should be prioritized for improving the
preparation process for inclusive education in
Uzbekistan:
From Finland
–
establishing a special teacher training
system;
From Italy
–
implementing a co-teaching model in
inclusive classrooms;
From the USA
–
adopting mechanisms for developing
individual education plans;
From Japan
–
enhancing the material and technical
infrastructure.
Implementing these recommendations can increase
the effectiveness of inclusive education in Uzbekistan,
ensure access to quality education for every child, and
strengthen the principles of equity and justice in
society. This, in turn, will contribute to raising
Uzbekistan’s international ranking in education and
achieving sustainable development goals.
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