European International Journal of Pedagogics
43
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
43-45
DOI
3
OPEN ACCESS
SUBMITED
27 April 2025
ACCEPTED
23 May 2025
PUBLISHED
25 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.
Interdisciplinary Nature of
The Methodology for
Organizing Inclusive
Education
Isakulova Nilufar Janikulovna
Professor at UzSWLU, Doctor of Pedagogical Sciences, Uzbekistan
Abstract:
This article outlines the interdisciplinary
nature of the methodology for organizing inclusive
education. It examines how the general philosophical
level is expressed through principles, operations, and
techniques common to all fields of knowledge
possessing a universal scientific character.
Keywords:
Inclusive education, concepts of inclusive
education, systemic approach, axiological approach,
anthropological approach, synergetic approach, person-
centered
approach,
activity-based
approach,
competence-based approach, interdisciplinary nature
of the methodology for organizing inclusive education.
Introduction:
The pedagogical phenomena and
processes arising in the context of inclusive education
are studied in accordance with the methodology of
scientific research. The methodology of research
activity is a set of methods and principles for shaping
scientific studies. The methodology of research activity
includes general philosophical, general scientific, and
specific scientific levels. The study of inclusive education
models in inclusive educational institutions is based on
one of the branches of philosophy and relies on specific
scientific positions, concepts, and theories [1, 2].
The general philosophical level is expressed through
principles, operations, and techniques common to all
fields of knowledge possessing a universal scientific
character. The general philosophical principle of the
systemic-structural approach examines inclusive
education as an integral system with specific
characteristics and values. The historical principle seeks
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European International Journal of Pedagogics
to understand the dialectics of the development of
education for individuals with psychophysical
impairments, aiming to grasp the essence and causes
of developmental processes.
The specific scientific level of methodology refers to
methods and principles used exclusively within a
particular science. In pedagogical research, a personal
approach such as “the individual is the main goal of
education,” and an activity
-based approach such as
“the development of personality is carried out through
interaction with the soci
al environment,” are applied
[3; pp. 17
–
18].
The descriptive method allows characterizing the
specific features of foreign models of inclusive
education. The statistical method, applied in
comparative pedagogy, analyzes quantitative indicators
for the development of the educational system.
Statistical data include information on students with
disabilities, mastering general curricula or vocational
education, and the number of inclusive educational
institutions across various regions of the country, etc.
The comparative method allows distinguishing both
general and specific characteristics in the development
of inclusive education across different countries and
their respective legislations [3; pp. 19
–
20].
The interdisciplinary characteristics of the methodology
for organizing inclusive education include the following
aspects (see Figure 1):
Figure 1. Interdisciplinary Characteristics of the Methodology for Organizing
Inclusive Education
The
interdisciplinary
characteristics
of
the
methodology for organizing inclusive education reflect
the interconnected and integrated facets of the
education system. Since inclusive education requires
taking into account the diverse needs and
characteristics of learners, it necessitates the
integration of various interdisciplinary approaches,
methodological tools, and academic disciplines. On the
one hand, this integration enhances the effectiveness
of education, and on the other hand, it ensures that
the individual needs and abilities of learners are
addressed.
1.
Interdisciplinary Integration. In inclusive
education, integration across various disciplines helps
enhance students' knowledge and skills. Through such
integration, learners develop the ability to apply
acquired knowledge in different contexts, connect
ideas, and reinforce learning. Teachers present
knowledge not only within individual subjects but also
in an interconnected and integrated form. For
example, linking mathematical problems with natural
science, economics, or art allows students to explore
subjects in relation to one another.
2.
Cognitive and Psychological Integration. When
uniting students in an inclusive learning environment, it
is essential to consider their cognitive and psychological
characteristics. This includes analyzing students’
learning styles, abilities, and psychological features
across disciplines and incorporating them into
interdisciplinary methodologies. By acknowledging
learners’ individual needs and psychological traits,
interdisciplinary methods can provide tailored
support
—
for instance, adapting instruction based on
whether students learn better visually, auditorily, or
kinesthetically.
3.
Social and Cultural Integration. Accounting for
social and cultural aspects plays a crucial role in inclusive
education. This approach utilizes interdisciplinary
methods to develop effective teaching strategies based
on students’ cultural identities and social contexts.
Interdisciplinary integration should also relate to these
aspects
—
for example, when studying knowledge
related to different cultures, integrated subject
curricula can help develop intercultural understanding.
This methodology enhances students' ability to work in
teams, respect other cultures, and express their own
Interdisciplinary
Integration
Cognitive and
Psychological
Integration
Social and Cultural
Integration
Integration of the
Person-Centered
Approach
Activity-Based Learning
Use of Technologies
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European International Journal of Pedagogics
opinions.
4.
Integration of the Person-Centered Approach.
Another interdisciplinary feature of inclusive
education is the application of the person-centered
approach. This methodology focuses on supporting
learners according to their personal needs.
Interdisciplinary
approaches
serve
to
create
individualized learning opportunities that consider
students’ interests, capacities, and requirements—
e.g., by creating tailored learning pathways that match
each student’s profile through individualized
instruction.
5.
Activity-Based Learning. Encouraging active
learning is critical in inclusive education. This
methodology supports learning through practical
engagement, involving students in interdisciplinary,
integrated tasks. The learning process should promote
active participation via interdisciplinary activities.
Students do not just passively receive knowledge; they
actively engage in the learning process by integrating
knowledge from different subjects.
6.
Use of Technologies. The use of technologies
in inclusive education also facilitates interdisciplinary
approaches. This methodology includes applying
modern technological tools to support instruction
tailored to various learner needs. Through electronic
materials,
software,
and
interactive
tools,
interdisciplinary
integration
becomes
more
accessible
—
for example, students can simultaneously
study multiple subjects using online platforms, virtual
labs, or multifunctional technologies.
The
interdisciplinary
characteristics
of
the
methodology for organizing inclusive education
contribute to the unity of the education system.
Integration across various disciplines, consideration of
individual learner needs and capabilities, respect for
social and cultural differences, a person-centered
approach, and activity-based learning all enhance the
effectiveness of inclusive education. These approaches
form the necessary methodological foundation for
successfully implementing inclusive education in
practice.
CONCLUSION
In conclusion, general scientific research methods
include formal and dialectical logic. The use of the laws
and operations of formal logic allows for examining the
structure of concepts and the relationships between
them. It also facilitates the rethinking of societal
attitudes toward persons with disabilities, as well as
the development of new educational models for them.
Today, terms such as “disabled children,” “abnormal
children,” or “defective children” are considered
inappropriate when referring to students with
disabilities. Formal logic helps clarify the content of the
term “students with disabilities.” Dialectical logic
explores the common and differing aspects between
current concepts and those previously used in official
sources. The dialectics of societal development predict
the changes in the terminology used over time.
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