European International Journal of Pedagogics
81
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
81-83
DOI
OPEN ACCESS
SUBMITED
23 February 2025
ACCEPTED
20 March 2025
PUBLISHED
22 April 2025
VOLUME
Vol.05 7ssue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Place of Natural
Science in A Specialized
Support School for
Students with Disabilities
Dilnora Azizova
Teacher of the Department of Oligophreno pedagogy, Faculty of Special
Pedagogy and Inclusive Education, Tashkent State Pedagogical University,
Uzbekistan
Abstract:
This article studies the place of natural science
in a specialized support school for students with
disabilities. The article gives ideas on the issue of
developing a child's relationship with nature. The article
gives ideas on the formation of communicative
relationships between students with disabilities and
nature, instilling moral standards and forming children's
ecological culture.
Keywords:
Students with disabilities, specialized school,
support school, nature, communicative, ecological,
ethics.
Introduction:
The role and achievements of natural
sciences in our developing time are incomparable.
Human life is inextricably linked with nature, and this
connection ensures balance on the planet. Nature is the
first aesthetic educator of the child. Observing nature,
the child learns to see, understand and appreciate its
beauty.
The study of natural sciences, starting from a specialized
auxiliary school, opens up a further path for the child to
a logical understanding of the laws of the world, living
contact with nature increases the emotional
completeness of his perception; aesthetic perception
helps to see the beauty of the surrounding world as the
law of being. All this together creates a sense of unity
between man and nature, the interdependence of their
influence on each other, and educates a person's
responsibility to the world for his actions. The goal of
natural science education in a specialized auxiliary
school is to form a conscious and correct attitude of
students to nature. It is based on knowledge of the
specifics of life, the growth and development of
individual living beings, sensory knowledge and
observation of understandable relationships in animate
European International Journal of Pedagogics
82
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
and inanimate nature.
The primary period in a specialized auxiliary school is
the initial stage of the formation of a person's
personality and his value orientations in the world
around him. It is during this period that a positive
attitude towards nature, the "man-made world",
towards oneself, towards people around them is
established. Programs for a specialized auxiliary school
include sections on introducing students with
disabilities to the outside world, within the framework
of which students study seasonal phenomena, plants,
animals, the diversity of human activity in nature.
The programs are aimed at developing a humane
attitude towards living beings in students with
disabilities, at forming skills to care for them in the
corner of nature. The main directions of natural
science culture at this stage are knowledge and
relationships. Acquaintance with nature with a special
organization of education gives positive results in the
development of perception, thinking and speech of
each student with disabilities, especially at the initial
stage of development.
Nature is amazing in its diversity, therefore, depending
on the goals and objectives, it is recommended to use
a certain form of natural science work or use several
forms of natural science work in a complex to achieve
the best results. In this regard, we set out to consider
the diversity of nature study work.
The problem of forming a value attitude to the natural
world, according to many researchers, should also be
considered from the point of view of educating the
younger generation in a sense of responsibility for the
world around them.The formation of a new worldview
is largely determined by the development of a person's
spiritual world, the formation of moral values in
relation to the surrounding world, including the natural
world. The upbringing of a value attitude to the world
around us is closely related to the problem of aesthetic
development of the individual. From childhood, a
person should be taught to live in harmony with
nature, our ancestors knew how to vividly perceive the
beauty of the environment and transfer it to their life,
customs, thoughts, rhythm of life and labor.
The value of nature in students with disabilities can be
defined as value norms, rules for the child's interaction
with the natural environment and the emotions
experienced by him. In this case, the indicators of value
attitudes are the emotional-emotional, cognitive and
behavioral components. However, the problem of
educating a value attitude to the world around us in
students with disabilities (due to their age
characteristics) is a difficult task. Its solution requires a
radical restructuring of the entire existing system of
work with students with disabilities on environmental
education. For these purposes, it is necessary to create
optimal conditions for the development of a constant
need for communication and interaction between
students with disabilities with the natural environment.
It is a systematic communication with the natural world
that solves the problem of the child's emotional
development, allows him to enjoy the beauty of nature,
satisfies his natural curiosity, and together creates a
value attitude towards it. In this case, communication
should not be considered from the point of view of the
child's thinking about natural objects and phenomena.
The process of introducing young citizens into the
system of various types and forms of ecologically
oriented activities is also of great importance, since
students with disabilities develop in the process of
activity. And here the conditions created for organizing
ecological work with students with disabilities, as well as
the methods that the teacher uses in his practice when
implementing this activity, are of great importance.
The surrounding nature is a source of development not
only of consciousness, but also of moral feelings of
students with disabilities. It is very important to instill a
positive attitude towards natural objects and
phenomena in students with disabilities. One of the
most important practical methods of studying nature by
students with disabilities and its main forms is the game.
The game is the most emotionally saturated activity,
and a positive emotional background, as mentioned
above, is of great importance for the ecological
development of students with disabilities. What is the
role of the game in the natural activities of students with
disabilities? 1) First of all, it is necessary to talk about the
influence of games on expanding the range of
knowledge, ideas about the natural world. Playing,
students
with
disabilities
study
the
natural
environment, their knowledge about objects, objects,
natural phenomena is significantly expanded and
concretized) In addition, game activity helps to develop
the child's ability to see the aesthetic beauty and
uniqueness of the natural environment, teaches to
admire its uniqueness. )Game activity also affects the
development of human feelings towards nature and a
cognitive attitude to it in children. For the successful
implementation of this activity, it is necessary to use all
types of games during ecological classes with students
with disabilities - both with ready-made content and
rules, and requiring creative approaches.
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