INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 419
FACILITIES OF INCLUSIVE EDUCATION FOR DISABLED CHILDREN AND THEIR
PARENTS IN CITIES AND VILLAGES
Yusupov Bekzod Ergashevich
Teacher of the faculty of Pedagogy, University of Information Technology and Management
Norqulova Risolat Baxromovna
Student of the faculty of Pedagogy, University of Information Technology and Management
Abstract:
We will gain a broader understanding of the benefits of inclusive education, the
pedagogical skills of inclusive education work in rural and urban areas, and the potential of
inclusive education to further strengthen relationships between parents and children and help
them take their place in society more quickly and easily.
Keywords:
Education of children with disabilities in the arms of their parents and with their
peers, introduction of inclusive education among the population.
At present, we are living in a wonderful time when many doors of opportunities are open to
make our life easier. It is certainly not an exaggeration to say that this includes the introduction
of an inclusive education system, which is considered to be a suitable and unique education
system for our European countries. Such opportunities are especially suitable for people living
in rural and urban areas. For example: It will certainly bring some relief to parents who take
their children from the village to the city to a special school. It is a great joy for parents to learn
in a general education school where all children are educated, not specifically for their region. In
inclusive education, not all children in special schools, but children with moderate and mild to
moderate severe disabilities can study in general schools in their region and grow up in the
bosom of their parents, in a friendly relationship with their peers around them, and grow up with
feelings of kindness and gratitude.
General education schools will not have tiflo, surdo-technical tools, special medical equipment.
The number of students in the class reaches from 25 to 35, and as a result, it is not possible to
devote a lot of time to all of them. It is difficult to find opportunities in comprehensive schools
because there are no specialists to develop special skills and abilities in students. There will be
no opportunity to use separate programs and textbooks in comprehensive schools. The inclusive
education system differs from the integrated education system by its content - essence, purpose,
tasks and program of action. Inclusive education is a state policy, an education system that
represents the elimination of barriers between children who need special education and healthy
children, inclusion of children who need special education, teenagers (who need special
education for some reasons) into the general education process, regardless of developmental
defects or economic difficulties. Inclusive education ensures that children with special needs
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 420
receive education on the basis of equal rights with children of normal development. That is why
it is important.
In the recommendations, a general assessment of the educational needs of children with special
needs is made by studying the educational environment of all children. The main meaning is that
children with special needs due to health deterioration or developmental delay can be included in
the special education process. In inclusive education, the focus of education is on the child (not
the curriculum). These approaches are based on the recognition that children learn in different
conditions, develop, and receive information at different speeds. They are aimed at creating an
educational environment that meets the needs of every child, including children with special
needs. General education schools will not have tiflo, surdo-technical tools, special medical
equipment. The number of students in the class reaches from 25 to 35, and as a result, it is not
possible to devote a lot of time to all of them. It is difficult to find opportunities in
comprehensive schools because there are no specialists to develop special skills and abilities in
students.
There will be no opportunity to use separate programs and textbooks in
comprehensive schools.
The inclusive education system differs from the integrated education system by its content -
essence, purpose, tasks and program of action. Inclusive education is a state policy, an education
system that represents the elimination of barriers between children with special needs and
healthy children, inclusion of children with special needs, adolescents (who need special care for
some reasons) to the general education process, regardless of developmental defects or economic
difficulties. Inclusive education ensures that children with special needs receive education on
the basis of equal rights with children of normal development. That is why it is important. In
the recommendations, a general assessment of the educational needs of children with special
needs is made by studying the educational environment of all children. The main meaning is that
children with special needs due to health deterioration or developmental delay can be included in
the special education process. In inclusive education, the focus of education is on the child (not
the curriculum). These approaches are based on the recognition that children learn in different
conditions, develop, and receive information at different speeds. They are aimed at creating an
educational environment that meets the needs of every child, including children with special
needs. General education schools will not have tiflo, surdo-technical tools, special medical
equipment. The number of students in the class is from 25 to 35, and as a result, it is not
possible to devote a lot of time to all of them.
It is difficult to find opportunities in comprehensive schools because there are no specialists to
develop special skills and abilities in students. There will be no opportunity to use separate
programs and textbooks in comprehensive schools. The inclusive education system differs from
the integrated education system by its content - essence, purpose, tasks and program of action.
Inclusive education is a state policy, an education system that represents the elimination of
barriers between children with special needs and healthy children, inclusion of children with
special needs, adolescents (who need special care for some reasons) to the general education
process, regardless of developmental defects or economic difficulties. Inclusive education
ensures that children with special needs receive education on the basis of equal rights with
children of normal development. That is why it is important. In the recommendations, a general
assessment of the educational needs of children with special needs is made by studying the
educational environment of all children. The main meaning is that children with special needs
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 421
due to health deterioration or developmental delay can be included in the special education
process. In inclusive education, the focus of education is on the child (not the curriculum).
These approaches are based on the recognition that children learn in different conditions,
develop, and receive information at different speeds. They are aimed at creating an educational
environment that meets the needs of every child, including children with special needs.[14]
Inclusive education helps children with only one defect or disability and their joint education
with healthy children to find their place in society. For their parents, the fact that their children
grow up in front of their eyes and become more affectionate and consistent in the family will
certainly lead to stronger relationships in the family. It is certainly a gratifying situation that
children with moderate and mild disabilities, like all their peers around them, spend special and
suitable periods of childhood and grow up in the circle of their families. In addition, as children
grow up, they should spend more time with their relatives, that is, girls with their mothers or
sisters, friends, and boys with their fathers, brothers, or comrades, and tell them their inner
feelings, i.e. (emotions) openly, and in such situations as having their own place in the family
and feeling healthy. The fact that they grow up feeling that they are among their peers is one of
the benefits of the inclusive education system. Inclusive education system was introduced
together with the education system of European countries and by selecting the features that are
specific and suitable for our Uzbek culture. Of course, these conditions are not in vain, we
would not be wrong to say that they are all opportunities for the development of our country and
for our youth to grow up with equal rights. Now, work is being carried out on different
categories of children with disabilities in inclusive education.
These include the following:
➢
children with hearing impairments (deaf, hard-of-hearing children, late-deaf children);
➢
visually impaired (blind, visually impaired children);
➢
children with intellectual disabilities;
➢
children with speech defects;
➢
children with locomotor defects;
➢
children with slow mental development;
➢
blind-deaf-mute children with physical disabilities;
➢
children with complex multiple disabilities in development;
➢
children with autism syndrome. [21]
It is desirable that children with disabilities should be brought up and trained in inclusive
education or in specialized educational institutions among their normally developed peers. Only
defects that strongly affect the overall development of the child can be considered as a child with
disabilities. However, the knowledge and information about the content and essence of inclusive
education is not enough in the society.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 422
Goals and objectives of inclusive education:
- to create the necessary psychological-pedagogical and correctional conditions for the
education of children and adolescents with disabilities in an educational institution, to implement
general education programs and correctional work aimed at their ability, to implement mental
development and social adjustment;
- guaranteeing students' right to equality in education;
- meeting the needs of disabled and healthy children with the active participation of society and
family, early adaptation to social life;
- realizing the right of children and adolescents with disabilities to live without being separated
from their families;
- to form a friendly and loving attitude towards children and teenagers with limited opportunities
in the society. [6]
In the full implementation of the above tasks, first of all, it is necessary to pay attention to the
following:
It is difficult to find opportunities in comprehensive schools because there are no specialists to
develop special skills and abilities in students.
There will be no opportunity to use separate programs and textbooks in general education
schools. The inclusive education system differs from the integrated education system by its
content - essence, purpose, tasks and program of action.
Inclusive education is a state policy aimed at eliminating barriers between disabled and able-
bodied children, children with special educational needs (disabled for some reasons) It is an
educational system that represents inclusion in the general education process aimed at adapting
adolescents to social life regardless of developmental disabilities or economic difficulties.[4]
In conclusion, we should mention that Inclusive education ensures that children with special
needs receive education on the basis of equal rights with children of normal development. That
is why it is important. The course "Features of teaching children with developmental disabilities
in the inclusive education system" included in the higher education system reveals the essence,
content, purpose and aspects of the inclusive education system and about it. equips students with
theoretical information. Of course, in this regard, a number of organizational activities are being
carried out, aimed at the formation of the Education system of the Republic of Uzbekistan and its
further improvement and improvement. Among them, in order to rapidly develop "Inclusive
education" among the population, and to prepare pupils and students as strong specialists who
have mastered their profession perfectly, and to create a broader understanding of the population,
and to provide children with disabilities and healthy children with two types of education at the
same time, especially To be able to provide first aid to a disabled child in different situations
and to treat them equally requires a great responsibility from the teacher. Therefore, we will have
to study and teach a number of software education systems to train such excellent personnel.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 423
The list of used literature:
1.N.B.Goipova Inklyuziv ta’lim gospital pedagogika. Namangan pedagogika unstituti.
Namangan-2024.[21]
2.B.E.Yusupov Axborot texnologiyalari va menejement unversiteti. Inklyuziv ta’lim. Gospital
pedagogika fanidan o’quv uslubiy majmua. Qarshi-2024.[6]
3.Maditov Ilxom Yusup o’g’li Inklyuziv talim. Darslik. Toshkent-“Best-Publish”-2024.[14]
