European International Journal of Pedagogics
15
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TYPE
Original Research
PAGE NO.
15-17
DOI
3
OPEN ACCESS
SUBMITED
12 April 2025
ACCEPTED
08 May 2025
PUBLISHED
10 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Possibilities of Pedagogical
Activities Carried Out in
The Context of Inclusive
Education
Abidova Nilufar Zakirovna
Associate Professor of the Department of “Pedagogy and Psychology” of
Alfraganus University, Uzbekistan
Abstract:
This article deals with the problem of the
content and pedagogical possibilities of professional
and pedagogical activity in the context of inclusive
education. Along with this, the structure of professional
and pedagogical activity is described, the main
directions of the problem of inclusive competence and
the content of the readiness of specialists to work in
inclusive education are analyzed.
Keywords:
Inclusive education, direction, child with
special educational needs, teacher, professional and
pedagogical activity, components of pedagogical
activity.
Introduction:
Analysis of psychological and pedagogical
literature shows that the structure of pedagogical
activity is represented by the unity of goals, motives,
actions, results [1; 3; 4; 5]. It is impossible not to agree
with the position of researchers who define pedagogical
action as the main functional unit reflecting the unity of
the goals and content of pedagogical activity, which
turns from a cognitive task into a form of practical
transformative action and back into a cognitive task.
Thus, pedagogical acti
vity is “the process of solving a
myriad of tasks of various types, classes and levels” [5].
The structure of professional and pedagogical activity is
represented by the following components:
- constructive (constructive-compositional (selection
and composition of educational material, planning and
construction of the pedagogical process), constructive-
operational (planning their actions and the actions of
students) and constructive-material (designing the
educational-material base of the pedagogical process)
activities;
European International Journal of Pedagogics
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European International Journal of Pedagogics
- organizational (a system of actions aimed at involving
students in various activities, creating a team and
organizing joint activities) and communicative
(establishing pedagogically appropriate relationships
of the teacher with students, other teachers of the
school, members of the public, parents) [2, 4].
Each component has a functional composition. Thus,
the constructive component of pedagogical activity
can be expressed as internally interconnected
analytical, prognostic and projective functions, while
the
communicative
one
includes
perceptive
(penetration into the inner world of a person), actually
communicative
(establishing
pedagogically
appropriate relationships) and communicative-
operational (active use of pedagogical equipment)
functions [6]. The effectiveness of the pedagogical
process is associated with the presence of constant
feedback.
Structural and functional analysis of pedagogical
activity in inclusive education allows you to organize its
components into such components as diagnostic,
constructive
and
design,
organizational,
communicative, reflexive, prognostic components, as
well as determine the functional purpose of each
component.
The diagnostic component is determined by such
functions as determining the nature and quality of the
individual educational needs of students. That is,
identifying the causes of difficulties in implementing
educational activities, communication and interaction
in a children's team; based on the results of
pedagogical diagnostics, it is possible to develop
individual educational programs, determine the
educational needs of students, taking into account the
specific characteristics of the education system.
The constructive and design component includes the
selection of educational material and the formation of
its structural functions, adapting it to the various
educational needs of children; selecting teaching
methods that meet the educational needs of all
students; determining the conditions for using special
teaching methods and tools that are compatible with
special educational materials; planning and building
the educational process taking into account the
individual capabilities and individual educational needs
of students; includes the definition of vectors and the
content of the interaction of participants in the
support group of a student with special educational
needs in the educational field, etc.
The organizational component is characterized by such
functions as involving students in various activities,
organizing joint activities and communication; work on
the development of parental initiative; organizing
coordinated activities to accompany the student with
special education in the educational field.
The functional purpose of the communicative
component is the acceptance of each student by the
teacher, the establishment of pedagogically appropriate
relations of the teacher with all participants of the
inclusive educational environment, social institutions,
public organizations, etc. The reflexive component is
reflected in the analysis of the effectiveness of one's
own activities, the activities and interaction of students,
the results of communication and interaction with all
students.
The prognostic component includes the functions of
designing differentiated educational outcomes taking
into account the individual capabilities and special
educational needs of students; predicting the life
prospects of children with special educational needs
and ensuring their inclusive educational conditions, etc.
The components of professional and pedagogical
activity
have
non-linear
concentric
functional
relationships due to the content of the practical tasks
being solved. The effectiveness of the implementation
of each function is determined by the readiness to
perform it, which, in turn, is based on the academic set,
that is, knowledge of the methodology and terminology
of a particular field of knowledge helps to understand
the relationships of the system operating in it.
Functional analysis of professional and pedagogical
activity in the context of inclusive education made it
possible to identify the main areas of problems of
inclusive competence of future speech therapists and to
predict their causes.
Thus, the orientation of the problem of “speech
therapist -
“special” child” can be based on the followin
g
reasons: the teacher is afraid to communicate and teach
different children in one educational space, because he
does not have the necessary knowledge and skills. Also,
there is a fear of harming the child; rejection of certain
categories of children with health and mental
disabilities; the teacher has not formed professional and
pedagogical competencies; there is no experience in
studying the educational needs of all children and taking
into account their specific characteristics in practical
pedagogical activities; there is a lack of knowledge
about the specific features of the educational activities
of different categories of students and the ability to
identify their causes, etc.
The specificity of the conditions of a teacher's
professional activity in inclusive education is
determined by the subjective nature of the educational
environment, the characteristics of the educational
environment, the participants of which are students
with special educational needs, typically developed
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European International Journal of Pedagogics
students, defectologists, pedagogical psychologists,
social pedagogues, etc.
The listed areas of problems determine the
characteristics of the professional activity of a teacher
in the context of inclusive education.
The proposed general content of the academic
disciplines that make up the curriculum for the training
of future teachers does not assume and does not take
into account the subjective basis of the inclusive
educational environment, as well as the need to
master new didactic and methodological tools.
Perhaps it takes into account the individual
educational needs of students.
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