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METHODOLOGY OF EFFECTIVE ORGANIZATION OF INCLUSIVE EDUCATION
Omonova Dildora Nekmurod qizi
Bukhara State Pedagogical Institute, teacher of the Department of Primary Education, (PhD), Uzbekistan
Omonova Mohinur Komiljon qizi
Bukhara University of Innovations, 2nd stage graduate student, Uzbekistan
AB O U T ART I CL E
Key words:
Education, research, new system,
elemtary education, draw out.
Received:
02.11.2024
Accepted
: 07.11.2024
Published
: 12.11.2024
Abstract:
In this article Student teachers need
education, practice and support in conducting
action research in and with school communities.
This is important because action research can be a
very meaningful process and support a holistic,
whole school approach to inclusive education.
INTRODUCTION
Teaching skills and methods
Analysing the situation Teaching which is not learner-
centred This issue relates to an overarching approach to teaching. Teaching methods which are teacher-
centred, not learner-centred, are not inclusive because they are not flexible enough to adapt to the
diverse
needs of different learners, nor are they well suited to draw out and build on learners’ individual
talents, backgrounds, and experiences. Teacher-centred methods also tend to approach learning as
instrumental, fixed, or predefined and not as the active process that learning actually is and should be.
Additionally, a teacher-centred approach views learners as passive recipients of knowledge rather than
active participants in creating knowledge.
A lack of interactive and varied teaching and learning approaches Following from the previous point,
there are several methodological problems which lead to teaching and learning which is dull, inaccessible
for some and generally non-inclusive. These include: a lack of variance (diversification) in approaches to
teaching; an overreliance on rote teaching (in which teaching and learning is mainly focused on the
teacher ‘delivering’ knowledge to learners in the form of lecturing and in which learner response is based
on repeating back what the teacher has delivered) and a lack of balance between individualized
instruction and group work which promotes interaction between learners. This is not just about the style
of engaging with teaching and learning content, but also the way classrooms are organized. If learners
are made to sit in desks arranged permanently in rigid rows with the teacher based mainly at the front of
the classroom, this too works against inclusive teaching. This rigid, teacher-centred approach to
classroom organization is typical in many classrooms in the region and as a first step this must change to
promote participatory and inclusive learning.
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-25
Pages:136-139
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Pedagogy of the Oppressed. London, Penguin, p. 53. 10 Promoting Inclusive Teacher Education:
Methodology Example from Viet Nam The ‘New School’ model 5 S
tudent teachers are being educated to
teach within a ‘New School’ model which is being developed nationally to realize inclusive education.
This model supports small class sizes, and small group sessions. The ‘New School’ model:
• breaks learners into sma
ll groups for discussion;
• allows learners to study at their own pace;
• establishes a learning corner in the classroom (this is subject based, such as a Math corner);
• supports learner feedback on teaching (e.g. through a ‘magic box’ in which learner
s are encouraged
to put comments or letters to teachers);
• offers possibilities for multigrade classrooms (e.g. in which 2
-3 grades are taught together);
• supports parents’ participation through Parent Teacher Associations
• encourages community parti
cipation; and
• provides support for teachers in using (1) teacher guidelines, (2) student textbooks, and (3) student
workbooks (subject based). This approach to teaching, learning and organizing will require specific
support in inclusive teaching methodology, in both pre-service and in-service teacher education.
Teaching methods which are only appropriate for some learners Certain teaching methods (e.g. teacher-
centred, lecture-based methods) favour the quickest, most able learners at the expense of slower
learners, learners who do not know the language of the classroom well, and learners with disabilities. If
a learner struggles with listening and memorizing, it follows that teaching which depends entirely upon
a teacher lecturing and rote memorization risks excluding that learner. However, it is not that one
particular method of teaching, or classroom management, is always best. As all learners have different
learning needs and strengths, any particular teaching method which is used to the exclusion of other
methods (e.g. only using rote learning through call and response, or only group work) risks reducing the
quality of the learning experience, if not excluding some learners.
Regional Expert Meeting Report: Inclusive Education through Quality Teacher Education in Asia-Pacific.
Bangkok. Approaches to teaching which do not encourage teachers to innovate and adapt curricula and
materials to fit local community and classroom contexts Teacher’s lack of skills and confidence in
developing locally relevant curricula and materials and contextualizing teaching to fit local contexts is a
major barrier to inclusive education. In most countries, school curricula are centrally developed and the
role of teachers is to implement the curriculum. Some countries allow schools to choose content for local
curriculum. Whether in a centralized or decentralized system of curriculum development, a teacher’s role
is to adapt the curricula to the local context so that it is relevant to the learner, family and the community.
Although there is some overlap between local community contexts and classroom contexts in schools
(e.g. mother tongue languages), these are definably different areas: • Locally relevant curricula and
materials in relation to communities address local culture and circumstances (e.g. indigenous knowledge,
the socio-
economic situation, rural or urban life); • Locally relevant curricula and materials in relation to
classrooms address the needs of specific learners in the classroom (e.g. linguistic and learning needs).
Teacher education institutions which do not encourage students’ creativity and initiative in the area of
materials and curricula adaptation and development, can result in teachers who have less ability to be
flexible and responsive to the contexts of their schools and learners, lack independence and professional
confidence, and are overly reliant on existing curricula materials. This is a particular problem for teachers
who end up working in schools where there are limited and/or poor quality teaching and learning
materials. Even high quality curricula and materials benefit from adaptation to fit the specific contexts
teachers find in their communities, schools and classrooms. A lack of relevant formative6 continuous and
authentic assessment Assessment which is overly prescriptive and inflexible, without clear goals or
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purpose, and which is not linked to learning objectives, will likely miss the actual dynamics and process
of learning that occurs in schools and classrooms and may only provide a partial, if not misleading, picture
of the learning taking place. Forms of assessment which are imposed from ‘above’ without being
understood by teachers and learners can be alienating and there is an added risk that such assessment
may be applied inaccurately
Additionally, although assessment of learning is important, a lack of assessment for learning, in which
the assessment is formative, that is, part of the learning process, is not conducive to inclusive education.
When teacher education institutions do not prepare their students to understand and engage in
continuous formative assessment, i.e. assessment which is ongoing (not a stand-alone test at the end of
term or year) and which is geared towards understanding the process of learning a learner goes through,
it will be difficult, when the students themselves become teachers, for them to gauge and support
children’s learning (and adapt their teaching accordingly). In the Asia
-Pacific region, there is heavy
reliance on high-stakes examinations as a means of assessing student achievement and this does not
contribute to learning and inclusive education.
A lack of experience in using personalized learning approaches for students
Following from the previous point, high quality assessment is dependent upon teachers understanding
the specific capacities, needs and contexts of individual learners. Without knowledge of and experience
in using individual learning plans (e.g. Individualized Family Services Plans; Individualized Educational
Programmes; Individualized Transition Plans / Equivalency Programmes), student teachers will struggle
to understand their learners’ needs and progress when they begin work as teachers.
Questions you can ask to help you analyse the situation in your context before embarking on advocacy
•
Do teacher education classes in your institution support student teachers to understand and engage
in learner-centred teaching and the personalization of teaching and learning?
• Do teacher education institutions adopt continuous formative and authentic assessm
ent alongside
more formal, summative assessment?
• Are student teachers exposed to a full range of teaching methods which address learners’ different
needs and strengths (e.g. taking into account different sensory perceptions in learning such as visual,
a
uditory, kinesthetic; learners’ attention and self
-awareness; memory; individual attention; grouping,
etc.) and the need for a diverse and varied approach to using such methods?
• Are learner
-centred teaching methods modeled in the actual teaching that takes place in your teacher
education institution?
• Are student teachers and teacher educators empowered and supported to adapt and develop locally
relevant curricula and materials to address learners’ specific community and classroom learning
contexts?
•
Does the ministry of education develop and implement policy which supports learner-centred teaching
and continuous formative and authentic assessment both in teacher education and in schooling?
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Omonova, D. N. Q. (2021). The Linguistic competence in language teaching based on Integrative
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Dildora, O. (2023). BOSHLANG'ICH SINF O'QUVCHILARINING LINGVISTIK KOMPETENTSIYASINI
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3.
Omonova Dildora, N. Q. (2022). Conceptual Bases of Linguistic Competences in Updating the Content
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4.
Omonova, D. N. (2024). Designing linguistic competencies of elementary school students through
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