INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2256
UZBEKISTAN MODEL OF INCLUSIVE EDUCATION
Sharipov Mirjalol Jamoladdin ugli
Student of Chirchik State Pedagogical University
Annotation:
This article analyzes the essence of inclusive education, international experience,
and the legal foundations in Uzbekistan. Inclusive education is defined as a system that ensures
equal rights to education for all children, particularly those with special needs. The article
highlights global practices from the UN, Europe, the USA, and Japan, and thoroughly examines
Uzbekistan’s legal reforms, including the 2020–2025 Inclusive Education Concept, roadmaps,
pilot schools, established laboratories, and methodological materials. The integration of medical,
pedagogical, and social models in the inclusive education process is also explored in depth.
Annotatsiya
: Mazkur maqolada inklyuziv ta’limning mohiyati, xalqaro tajriba va
O‘zbekistondagi huquqiy asoslari tahlil qilingan. Inklyuziv ta’lim – bu har bir bolaning, ayniqsa,
alohida ehtiyojga ega bolalarning teng huquqli ta’lim olishini ta’minlaydigan tizim sifatida
talqin etilgan. Maqolada BMT hujjatlaridan tortib, Yevropa, AQSh va Yaponiya kabi davlatlar
tajribasi, shuningdek, O‘zbekistonda inklyuziv ta’lim bo‘yicha qabul qilingan normativ-
huquqiy hujjatlar, 2020-2025 yillardagi Konsepsiya, yo‘l xaritalari, tajriba maktablari faoliyati,
laboratoriyalar va metodik qo‘llanmalar haqida ma’lumotlar keltirilgan. Shuningdek, inklyuziv
ta’limni joriy etishda tibbiy, pedagogik va ijtimoiy modellarning o‘zaro integratsiyasi
asoslangan holda tahlil etilgan.
Keywords:
Inclusive education, special needs, Uzbekistan, roadmap, concept, pedagogical
model, medical model, social model, methodological guide, UN declaration, children with
disabilities, barrier-free environment.
Kalit so’zlar:
Inklyuziv ta’lim, alohida ehtiyoj, O‘zbekiston, yo‘l xaritasi, Konsepsiya,
pedagogik model, tibbiy model, ijtimoiy model, metodik qo‘llanma, BMT deklaratsiyasi,
imkoniyati cheklangan bolalar, to‘siqsiz muhit.
Nowadays, inclusive education is increasingly becoming an integral part of the global education
system. Inclusive education is a system that ensures equal rights to education for every child,
including those with special needs, aiming to prevent discrimination and create conditions
tailored to each child's needs. The Universal Declaration of Human Rights by the United
Nations states that education is a fundamental human right. Therefore, inclusive education plays
an important role not only in solving pedagogical issues but also in addressing social challenges.
Across the world, the application of inclusive education for children with special needs is
expanding. For example, in European countries, the United States, Japan, and other developed
nations, the inclusive education system is well-developed, offering broad opportunities for
children with special educational needs.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2257
In Uzbekistan as well, a number of reforms have been implemented to develop inclusive
education. In this process, it is important to take into account the individual needs of children.
Therefore, inclusive education involves an integrated approach combining medical, pedagogical,
and social models. This model includes the following main components:
1.
Medical model
– focused on addressing physical and mental health issues of children. In this
model, doctors, defectologists, and psychologists monitor children’s development and
participate in creating suitable educational conditions.
2
. Pedagogical model
– involves adapting the educational process and developing individual
approaches for children with special needs. Special educators, speech therapists, and
defectologists work with such children.
3.
Social model
– aimed at ensuring the integration of children into society, involving families,
social services, and all layers of the community. According to Presidential Decree No. PF-5712
of April 29, 2019, “On Approval of the Concept for the Development of the Public Education
System of the Republic of Uzbekistan until 2030,” the concept of developing inclusive
education in the public education system for 2020–2025 was approved. It included a roadmap
for 2020–2021 and target indicators for the development of education for children with special
needs until 2025. Further, the Presidential Resolution No. PQ-4860 of October 13, 2020, “On
Measures to Further Improve the System of Education and Upbringing for Children with
Special Educational Needs,” was adopted. This resolution reaffirms the 2020–2025 inclusive
education concept and its 2020–2021 roadmap. Notably, it was planned that by 2023–2025,
inclusive education would be implemented in 51% of general education schools, with the
involvement of 40% of children with disabilities.
To implement this resolution, the Ministry of Public Education issued Order No. 240 on
October 17, 2020, titled “On Measures to Further Improve the Education and Upbringing
System for Children with Special Needs.” According to Order No. 113 of April 9, 2021, a
Laboratory of Inclusive Education was established under the Republican Psychological-
Pedagogical Diagnostic Center, led by U.Yu. Fayziyeva.
The Laboratory was tasked with:
* creating inclusive conditions in general education schools,
* developing criteria to assess the quality and effectiveness of inclusive education,
* providing methodological support for educators, parents, and community members through
17 educational programs, 5 methodological guides for parents and society, and 4
methodological recommendations,
* improving educational technologies aimed at psychological, pedagogical, and social
development of all subjects of inclusive education,
* organizing psychological-pedagogical support in inclusive settings,
* conducting scientific research on inclusive education and adapting international best practices,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 06,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 2258
* establishing a database on inclusive schools and students.
Initially, pilot programs were introduced in one general education school per district across 12
regions and Tashkent city. Under the “Modern School” state program for 2020–2022, barrier-
free environments were created to make students feel safe and accepted within inclusive
settings. As a result, the legal foundations for implementing inclusive education in Uzbekistan
have been fully established, and practical implementation has been launched. Cooperation
between state and non-state educational institutions has also been strengthened. From the 2020–
2021 academic year, inclusive classes were opened in 30 schools across all regions, with a total
of 44 inclusive classes and 77 children with special needs participating
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