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THE HISTORY OF SPECIAL EDUCATION FOR BLIND CHILDREN IN UZBEKISTAN (1925-
1990)
Zukhra M. Kabulova
Phd Researcher, National University Of Uzbekistan, Tashkent, Uzbekistan
AB O U T ART I CL E
Key words:
Special education, blind children,
inclusive education, curriculum adaptation,
educational infrastructure, social integration,
challenges, legacy.
Received:
04.06.2024
Accepted
: 09.06.2024
Published
: 14.06.2024
Abstract:
This article examines the history of
special education in Uzbekistan from 1925 to
1990, with a particular focus on the education of
blind children. Throughout the Soviet era,
Uzbekistan underwent significant developments
in its approach to educating children with
disabilities, including the establishment of
specialized schools and the adaptation of curricula
and teaching methods to meet the unique needs of
visually impaired students. Despite progress,
challenges such as limited resources and unequal
access to education persisted. The legacy of this
period lays the foundation for ongoing efforts to
promote inclusive education in Uzbekistan.
INTRODUCTION
The history of special training in Uzbekistan, specifically concerning blind youngsters, is a testomony
to the evolving landscape of tutorial rules and practices at some point of the 20 th century. From the
early Soviet technology to the disintegrate of the Soviet Union, Uzbekistan underwent sizeable
variations in its technique to imparting schooling for youngsters with disabilities. This article examines
the ancient evolution of special schooling in Uzbekistan in the course of the duration from 1925 to 1990,
with a selected consciousness at the stories of blind kids within this context.
The Soviet Era and the Establishment of Special Education (1925-1990):
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The Soviet authorities's commitment to regularly occurring education caused the status quo of
unique training programs and establishments geared toward addressing the needs of children
with disabilities.
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Special colleges, which includes those for blind children, were set up across Uzbekistan,
prepared with specialized facilities and tailored educational applications.
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The period noticed a widespread enlargement of infrastructure for unique schooling, inclusive
of the development of specialized facilities and the procurement of specialized device.
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https://doi.org/10.55640/eijp-04-06-05
Pages:21-25
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Educational regulations emphasised the importance of imparting equal opportunities for
youngsters with disabilities, including blind youngsters, according with the ideas of socialist
equality.
During the Soviet duration, the government of Uzbekistan initiated measures to develop special
schooling for kids with numerous disabilities. This protected the status quo of specialised academic
institutions, which include faculties catering specially to blind children. These colleges had been
equipped with tailor-made academic programs and rehabilitation offerings geared toward facilitating
the getting to know and model of kids with visible impairments. During the Soviet Era Uzbekistan
skilled tremendous tendencies in unique training, in particular concerning the schooling of blind
children. This period marked the status quo of specialized academic establishments geared toward
catering to the desires of kids with disabilities. These institutions, which includes colleges for the blind,
had been geared up with tailor-made academic applications and rehabilitation offerings.
Under Soviet rule, Uzbekistan prioritized the improvement of infrastructure for unique schooling, along
with the construction of specialized facilities and the procurement of specialised equipment.
Additionally, efforts had been made to teach educators inside the effective implementation of
specialized curricula and coaching methodologies designed to cope with the specific desires of blind
youngsters. Social integration changed into also a key awareness during the Soviet Era, with tasks aimed
at highlighting the achievements of youngsters with disabilities and selling their inclusion in various
social settings past the educational realm.
However, no matter those advancements, challenges persevered. Limited assets, a scarcity of certified
specialists, and unequal access to training for kids with disabilities, especially those in far off regions,
have been the various troubles faced by means of Uzbekistan's special schooling device for the duration
of this era . The Soviet Era in Uzbekistan laid the groundwork for ongoing efforts to promote inclusive
training and aid the numerous needs of children with disabilities. While development turned into made,
there remained demanding situations to conquer as Uzbekistan persisted its journey in the direction of
ensuring equitable opportunities in training for all kids.
Throughout this era, Uzbekistan witnessed the growth of infrastructure for instructing children with
disabilities, which includes the construction of specialised centers, procurement of specialized device,
and training of employees. These efforts have been geared towards developing an inclusive
environment conducive to the schooling and development of visually impaired children. During the
Soviet Era (1925-1990), Uzbekistan witnessed large tendencies inside the infrastructure of special
schooling and the adoption of progressive educational tactics tailor-made to the desires of blind
children.
1) Specialized Facilities - the Soviet authorities invested within the creation of specialized educational
institutions, consisting of schools for blind kids, prepared with facilities conducive to their learning and
improvement. 2) Procurement of Specialized Equipment - those establishments have been provided
with specialised equipment consisting of Braille typewriters, tactile mastering substances, and assistive
technology to facilitate the training of blind children. 3) Accessibility Measures: Efforts had been made
to make sure that these facilities have been on hand to students with visible impairments, consisting of
the installation of ramps, tactile markers, and different motels to promote impartial mobility.
Curricula were adapted to fulfill the particular getting to know wishes of blind kids, incorporating
Braille literacy, tactile learning experiences, and auditory teaching strategies to enhance their know-
how and engagement. Educators acquired schooling in specialised teaching methodologies designed to
optimize learning effects for blind students. These methodologies blanketed multisensory methods,
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tactile exploration sports, and the use of adaptive technology to facilitate comprehension and
participation. Recognizing the numerous wishes of blind children, educational techniques emphasised
individualized coaching tailor-made to every scholar's talents, hobbies, and mastering possibilities. This
personalized method aimed to maximize the instructional capacity of every pupil and promote their
basic improvement .
The infrastructure development and academic approaches applied at some stage in the Soviet Era in
Uzbekistan laid the foundation for inclusive and available training for blind children. These projects
pondered a commitment to providing identical opportunities in education and supporting the various
needs of students with disabilities. While demanding situations persisted, inclusive of aid constraints
and unequal get entry to to education, the efforts made at some stage in this era represented big
development toward creating a more inclusive society for all.
Social integration became a fundamental aspect of unique schooling projects at some point of the Soviet
Era (1925-1990) in Uzbekistan, especially regarding the schooling of blind children . Efforts have been
made to promote the inclusion of children with disabilities in numerous social settings beyond the
educational realm. This integration aimed to foster a experience of belonging, dignity, and identical
participation in society for all individuals, no matter their abilties.
Awareness and Acceptance - unique schooling programs emphasized elevating focus and promoting
attractiveness of people with disabilities in the broader community. This concerned organizing
recognition campaigns, workshops, and public occasions to educate society about the abilities and
rights of humans with disabilities, consisting of blind youngsters.
Inclusive Activities - colleges for blind youngsters advocated participation in inclusive activities and
occasions alongside their sighted friends. This blanketed extracurricular sports, cultural events, sports
competitions, and community provider tasks, supplying opportunities for social interplay,
collaboration, and mutual understanding.
Employment Opportunities - efforts were made to facilitate the mixing of visually impaired people into
the workforce. Vocational training packages and activity placement offerings have been hooked up to
equip blind youngsters with the competencies and sources essential to pursue meaningful employment
possibilities and make contributions to society as productive contributors.
Accessibility and Accommodations - measures have been implemented to improve accessibility and
accommodate the wishes of individuals with disabilities in public spaces, transportation, and
infrastructure. This protected the installation of tactile markers, audio announcements, and other
motels to enhance the mobility and independence of blind people in navigating their environment.
Advocacy and Support - advocacy organizations and businesses performed a critical position in
advocating for the rights and inclusion of people with disabilities in Uzbekistan. These agencies labored
to cast off obstacles to social integration, sell accessibility, and make certain identical possibilities for
all individuals of society, including blind kids.
While development turned into made in promoting social integration in the course of the Soviet Era,
challenges continued, including attitudinal barriers, stigma, and discrimination against individuals with
disabilities. Additionally, confined assets and infrastructure constraints posed limitations to full
participation and inclusion. Despite those demanding situations, the efforts made throughout this era
laid the basis for ongoing tasks to sell social integration and inclusion in Uzbekistan. The legacy of those
efforts keeps to form policies and practices aimed toward growing a more inclusive and equitable
society for all individuals, no matter their abilties or disabilities.
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A tremendous aspect of Uzbekistan's special schooling history changed into the emphasis on social
integration for children with disabilities. Efforts were made to spotlight their achievements and sell
their inclusion in society beyond the educational realm. This concerned organizing occasions to exhibit
their abilties and supplying support for his or her integration into diverse social settings submit-
schooling .
Despite development, Uzbekistan faced demanding situations in its unique training gadget, consisting
of confined assets, a shortage of qualified specialists, and unequal get admission to to schooling for all
kids with disabilities, in particular those in remote regions. These demanding situations underscored
the want for persevered funding and coverage interventions to make certain equitable possibilities for
all children with disabilities.
The legacy of unique schooling in Uzbekistan all through the Soviet technology lays the basis for ongoing
efforts to promote inclusive schooling and support the numerous needs of youngsters with disabilities.
As Uzbekistan transitions into a brand new generation, there is an opportunity to construct upon
beyond achievements and address continual challenges to create a more inclusive and equitable
academic gadget for all children, including those with disabilities .
The legacy of unique schooling tasks throughout the Soviet Era (1925-1990) in Uzbekistan, particularly
regarding the education of blind youngsters, continues to shape modern policies and practices whilst
guiding destiny guidelines in inclusive schooling and social integration.
The Soviet-generation initiatives set up a basis for inclusive schooling with the aid of emphasizing same
possibilities for kids with disabilities. This legacy underscores the importance of imparting on hand and
tailored academic applications to meet the numerous wishes of all newcomers, inclusive of people with
visual impairments. The investment in specialized centers and gadget for unique education institutions
laid the basis for available learning environments. This legacy highlights the importance of ongoing
efforts to enhance infrastructure and make sure that instructional facilities are absolutely geared up to
guide the gaining knowledge of and improvement of all students.
The adoption of specialized curricula and coaching methodologies tailored to the needs of blind
children proven the fee of individualized coaching and progressive pedagogical practices. This legacy
underscores the importance of continuing to evolve teaching methods and comprise assistive
technology to beautify gaining knowledge of results for students with disabilitie s. The emphasis on
social integration throughout the Soviet Era mounted a precedent for selling inclusivity and fostering a
supportive network environment for individuals with disabilities. This legacy highlights the ongoing
need to combat stigma, enhance awareness, and endorse for the rights of people with disabilities to
make sure their complete participation in society.
1. Building upon the legacy of the Soviet Era, destiny directions in special schooling in Uzbekistan need
to prioritize the improvement and implementation of inclusive policies that sell identical access to
schooling for all children, no matter their abilities.
2. Investing inside the professional development of educators and experts in unique education might
be vital for correctly assisting the diverse wishes of college students with disabilities. Continuous
education and capacity-constructing packages can empower educators to employ evidence-primarily
based practices and progressive tactics in inclusive school rooms.
3. Leveraging improvements in era can beautify accessibility and support studying for college students
with disabilities. Future guidelines need to focus on integrating assistive technology, virtual gaining
knowledge of equipment, and available sources to create inclusive mastering environments that cater
to the various desires of all freshmen.
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4. Engaging households, communities, and stakeholders within the education and inclusion of
individuals with disabilities may be vital for fostering a supportive and inclusive society. Future
directions must prioritize collaboration and partnership-building to address systemic obstacles and
promote social integration at all tiers.
The legacy of special schooling projects in the course of the Soviet Era in Uzbekistan gives valuable
insights and guidance for destiny directions in selling inclusive education and social integration. By
building upon this legacy and embracing progressive methods, Uzbekistan can continue to develop
closer to developing a greater equitable and inclusive society for all.
In conclusion, the records of special schooling in Uzbekistan, with a focal point on the training of blind
kids, reflects the country's commitment to providing same opportunities in education for all. While vast
progress has been made, there continue to be demanding situations to overcome as Uzbekistan
continues its journey closer to ensuring inclusive and handy education for each baby.
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