INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 468
MAIN ADAPTATION MODELS IN INCLUSIVE EDUCATION, TRAINING OF
FUTURE PERSONNEL
Norqulova Risolat Baxromovna
Student of Defectology, University of Information Technology and Management
Abstract:
This article considers the training of personnel in inclusive education and timely
elimination of shortcomings in them, further improving the quality of education, increasing
efficiency. Inclusive education is considered as a system that allows children with disabilities,
those in need of social protection, and those who face restrictions due to language, race,
nationality, or other factors to receive quality education. The article provides detailed
information about the main models of inclusive education - integrated, adapted, and
differentiated approaches. In addition, the advantages, disadvantages, and current problems in
implementing these models in practice are considered. A number of shortcomings in the
training of future personnel and ways to eliminate them are mentioned.
Keywords:
Policy, global, results, advantages, limitations, empathy, infrastructure, resource
teachers.
Introduction
: In modern society, the right to education for every person should be guaranteed,
regardless of their physical, mental, emotional or social condition. In this regard, inclusive
education — that is, the inclusion of children with special needs in the general education system
— has become a priority area of state policy in many developed countries. The implementation
of inclusive education, based on the UN Convention on the Rights of Persons with Disabilities
and UNESCO recommendations, has become a global issue. The experience of foreign
countries, in particular the USA, Great Britain, Finland, Italy and Canada, shows that to ensure
the effectiveness of inclusive education, it is not enough to simply enroll a child in school. This
requires adapted curricula, qualified teachers, support services, cooperation with parents and
infrastructure that provides an inclusive environment. This article examines the experiences of
organizing inclusive education of children with special needs in foreign countries, pedagogical
approaches, legislative frameworks and their practical results. It also seeks answers to the
question of what conclusions and recommendations these experiences provide for the education
system of Uzbekistan. It was found that integrated, adapted and fully inclusive (added) models
have significant differences in their content and level of application in practice. Each model has
its own approach, advantages and limitations. In such an environment, even healthy children
develop social qualities such as tolerance, empathy and willingness to help. Although the
integrated model is widespread in practice, in many cases it leads to integration only at the
organizational level. That is, children are accepted into a general school, but in the real
educational process, individual needs are not sufficiently taken into account. In the adapted
model, the curriculum, assessment methods and methodologies are adjusted to the capabilities
of students. However, this approach requires a high level of teaching skills and resource
provision. A full-fledged inclusive model has not yet been introduced in Uzbek schools, but it is
showing positive results (including some “pilot schools”). However, there are still many
problems in terms of staff training, methodological manuals, infrastructure and cooperation
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 469
with parents. According to the results of the survey, it was found that, despite the positive
attitude of the majority of teachers towards inclusive education, the level of practical
preparation is low. They need special training, methodological support and psychological
preparation. International experience also shows that when introducing inclusive education, it is
more effective to focus on adapting the existing system and organizing resourceful support
services, rather than changing the entire education system.
Requirements for future personnel:
In addition to the knowledge, skills and personal
qualities that specialists working in the field of inclusive education should have, it is necessary
to master the theoretical foundations of inclusive education and methods of working with
children with disabilities. Teaching children with special needs in a general education setting
requires the activities of a school-based teacher, that is, a resource teacher. Inclusive education
can be implemented in practice through the joint efforts of a school-based teacher and a regular
classroom teacher.
Analysis of the training system: How are future inclusive education staff being trained
today? About existing educational programs and staff responsibilities:
In some classes, it
may be necessary to separate a child from the classroom for a certain period of time. At all
times, the resource teacher is required to work together with the classroom teacher and have
expertise in this area of special education. The important tasks of an interschool resource
teacher include providing necessary materials and equipment for children with disabilities,
finding sponsors, involving parents in helping the school, and establishing a strong relationship
between children with disabilities, healthy children, and the classroom teacher, providing
assistance by providing special resource materials, advising parents, children's regular
classroom teachers, and school administration, as well as holding discussions about activities
and appropriate educational programs for children with special educational needs, and even
providing information to parents of non-disabled children.
The main purpose of the resource teacher is to:
provide support to students with special
needs and their teachers who are studying in general education institutions. The resource
teacher performs the following tasks: determine the level of support each student needs and
meet with them regularly based on their needs;
- work with students individually, monitor them based on individual plans, help them adapt to
the curriculum, teach and evaluate;
- provide class teachers with information about the special needs and abilities of students;
- familiarize class teachers with individual learning plans and provide advice on them;
- regularly discuss and evaluate the progress of students;
- work in partnership with school management and parents;
- invite students to other support groups (for example, seminars, doctors);
- record individual activities with teachers and students;
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 470
- assist in developing an individual learning plan for each student in situations where the
standard curriculum does not meet the requirements;
- update and evaluate individual learning plans based on changing needs;
- documenting and listing all available resources (textbooks, teaching aids, and other
equipment). The interschool mobile resource teacher should take the following into account
when developing his/her work plan based on his/her tasks and goals: Providing support that
meets the special education needs of interschool mobile resource teachers. The main goal of the
resource teacher is to provide support to students with special education needs who are
receiving education in general education institutions and their teachers. Providing support that
meets the special education needs of interschool mobile resource teachers.
Currently, there are a number of shortcomings in inclusive education educators. In
particular:
The main purpose of the resource teacher is to provide support to students with special needs
and their teachers who are studying in general education institutions.
The resource teacher performs the following tasks: determine the level of support each student
needs and meet with them regularly based on their needs;
- work with students individually, monitor them based on individual plans, help them adapt to
the curriculum, teach and assess;
- provide class teachers with information about the special needs and abilities of students;
- familiarize class teachers with individual learning plans and provide advice on them;
- regularly discuss and evaluate the achievements of students;
- work in partnership with school management and parents;
- if necessary, invite students to other support groups (for example, seminars, doctors);
- record individual activities with teachers and students;
- assist in creating an individual learning plan for each student in situations where the standard
curriculum does not meet the requirements;
- updating and evaluating individual learning plans based on changing needs;
- documenting and listing all available resources (textbooks, teaching aids, and other tools).
The inter-school resource teacher should consider the following when developing his/her work
plan based on his/her tasks and goals:
The inter-school resource teacher should provide support that meets the needs of special
education teachers, as some educational institutions that teach children with special educational
needs do not provide a barrier-free environment and opportunities for them.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 471
➢
Educational institutions where children with special educational needs are educated are not
fully provided with the necessary literature, methodological manuals, equipment and facilities
for training in various professions;
➢
As a result of the lack of public awareness-raising activities on the right of children with
special educational needs to receive education and the content and essence of the inclusive
education system, parents do not have sufficient information about the possibility of educating
their children with special educational needs in general education institutions;
➢
Local executive authorities do not pay sufficient attention to solving problems related to
involving children with special educational needs in inclusive education;
➢
Subjects related to inclusive education methodology are not included in the curricula of
higher educational institutions specializing in pedagogy;
➢
Inclusive education programs are not included in textbooks on pedagogy and methodological
subjects;
Also, the fact that future teachers are not doing internships in educational institutions where
children with special educational needs are involved negatively affects the quality of their
professional training.
In such a situation, more than 21.2 thousand students in 86 specialized schools, more than 6.1
thousand in sanatorium-type boarding schools, and 13.3 thousand in home conditions receive
education at home. According to 2020 statistics, about 13 thousand students in more than 3.2
thousand general secondary schools in Uzbekistan are covered by inclusive education. The
presidential decree sets the issue of gradually introducing inclusive general education until 2025.
This includes tasks such as creating an obstacle-free environment for children with disabilities
to come to schools, building new schools with similar conditions, training pedagogical staff,
and improving the educational base.
In order to increase the effectiveness of inclusive education, the decisions of the PC
(Pedagogical Staff) on training personnel should be focused on the following:
1. Developing the competence of the PC: Future pedagogical staff should have sufficient
competence in inclusive education. This includes:
• Knowledge of the theoretical foundations of inclusive education.
• Understanding the specifics of children with various disabilities.
• Skills in developing and implementing individual educational plans.
• Application and adaptation of various teaching methods.
• Knowledge of methods of assessing and monitoring children.
• Skills in collaborating with parents, specialists and the community.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 472
2. Providing practice-oriented education: In the training of pedagogical staff, great attention
should be paid to practice along with theory. This includes:
• Internship in inclusive educational institutions.
• Participation in the real educational process and gaining experience.
• Familiarization with successful inclusive education experiences.
• Conducting practical exercises and trainings.
3. Use of modern technologies: Future educators should have the skills to use modern
information and communication technologies (ICT). This will allow:
• Use of various educational resources.
• Use of software that meets the educational needs of children.
• Use of distance learning technologies.
4. Encourage independent learning: In the process of training pedagogical personnel, it is
important to support their aspirations for independent learning and self-development. This
includes:
• Participation in scientific conferences.
• Studying advanced training courses.
• Studying scientific literature.
• Participation in online courses.
• Participation in professional communities.
5. Creating a support system: It is necessary to create a support system for all personnel
involved in the implementation of inclusive education. This includes:
• Providing methodological assistance.
• Providing advice.
• Conducting trainings.
• Creating opportunities for sharing experience. PK decisions should be in accordance with
national strategies and programs aimed at developing inclusive education. PK decisions should
also be made taking into account the needs and interests of pedagogical personnel.
The list of used literature:
1. UNESCO. (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO
Publishing.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 07,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 473
2. Booth, T., & Ainscow, M. (2002). Index for Inclusion: Developing Learning and
Participation in Schools. Centre for Studies on Inclusive Education (CSIE).
3. Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British
Educational Research Journal, 37(5), 813–828.
4. 4 Individuals with Disabilities Education Act (IDEA), 2004. U.S. Department of Education.
ЮНЕСКО. (2009). Policy Guidelines on Inclusion in Education. Paris: UNESCO
Publishing.
5. 5. Booth, T., & Ainscow, M. (2002). Index for Inclusion: Developing Learning and
Participation in Schools. Centre for Studies on Inclusive Education (CSIE).
6. 6. Vygotsky, L.S. (1997). Collected Works. Volume 4: The History of the Development of
Higher Mental Functions. Plenum Press.
7. 7. Сатторова, Н.Ш. (2021). Инклюзив таълим: назарий асослар ва методик
ёндашувлар. – Тошкент: Фан ва технологиялар нашриёти.
8. 8. Ўзбекистон Республикаси Президентининг 2021 йил 11 майдаги ПҚ–5117-сон
қарори. “Ногиронлиги бўлган шахсларни ҳар томонлама қўллаб-қувватлаш ва
уларнинг ҳаёт сифати яхшиланишига қаратилган чора-тадбирлар тўғрисида”
9. 9. Resolution of the President of the Republic of Uzbekistan dated January 18, 2020 “On
measures to further improve the system of social protection of persons with disabilities”.
10. 10. Sattorova, N.Sh. (2021). Inclusive education: theoretical foundations and
methodological approaches. Tashkent: Publishing House of Science and Technologies.
11. 11. Karimov, S. (2020). Practice of inclusive approaches in school education. Journal of
Pedagogical Sciences, 3, 45–50.
12. 12. Resolution of the President of the Republic of Uzbekistan dated November 13, 2020 No.
PQ–4869. “On approval of the Concept for the development of inclusive education in the
Republic of Uzbekistan in 2020–2025”.
