INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 1411
PREPARING CHILDREN WITH DISABILITIES INVOLVED IN INCLUSIVE
EDUCATION FOR FAMILY LIFE
Akramova Khafiza Samadovna
Associate Professor of the Department of Special Pedagogy, JDPU
Mullayeva Mokhinur Marat kizi
Special Pedagogy, Speech Therapy Specialty
1st year Master's student
Abstract:
This article discusses the special attention currently paid to inclusive education, its
content, the main aspects of organizing inclusive education, the role of parents in inclusive
education, their main tasks, the mental state of children, the creation of a system that meets the
educational needs of children with different abilities, the process of interaction with families and
parents, and the main results of work with parents in the implementation of inclusive education.
Keywords:
education, inclusive education, child, school, disability, psyche, family, parents,
abilities, speech therapist, psychologist, pediatrician, cooperation.
Today, like many countries, Uzbekistan is creating opportunities for children with disabilities to
receive education and upbringing, as well as medical treatment. In this regard, within the
framework of the project “Inclusive Education in Uzbekistan”, a “National Concept” of the
inclusive education model has been developed. According to experts and specialists, this model
is of particular importance due to its modernity. This model has been recognized as successful
and effective by the Ministry of Public Education of the Republic of Uzbekistan. The
participants of the inclusive education system are:
– parents, family, neighborhood;
– teachers, educators, defectologists;
– healthy and disabled children;
– non-governmental non-profit public organizations.
The activities of children with special needs, other children, teachers and educators have a
special place in inclusive education. Thanks to such education, children with special needs
satisfy their physical and mental needs; master educational materials that take into account their
capabilities; develop by participating in various games with their peers. In the family, parents,
when educating their children, should first of all study the personal characteristics of children.
Creating the necessary conditions and searching for opportunities for educating children with
disabilities is the main task of modern science and scientific research in the field of special
pedagogical education. The adoption of the Law "On Education" in a new edition in our country
was also one of the important steps in this regard. In particular, Article 20 of the Law states:
“Inclusive education is aimed at ensuring equal opportunities for all learners to receive education
in educational organizations, taking into account the diversity of individual educational needs
and individual capabilities.” The issue of children's education, their disabilities, especially
speech disabilities, and measures to eliminate them in the future has been a constant focus of
special pedagogy. In recent years, a number of works have been carried out in our country to
develop inclusive education, and many scientists have conducted research in this area. The
results of these studies are reflected in their candidate and doctoral dissertations, textbooks,
monographs, pamphlets, educational and methodological manuals. In particular, they are widely
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 1412
covered in the works of foreign scientists A.P.Usova, K.P.Bekker, M.Sovak, N.A.Ignatchenko,
E.S.Almazova and others. Also, inclusive education in Uzbekistan and its main issues have been
studied in the scientific works of our scientists such as Z.M.Ahmedova, M.Yu.Ayupova.,
M.P.Hamidova, L.R.Mo'minova, D.A.Nurkeldiyeva, J.V.Khusanova, L.Nurmuhammedova.
Typically, inclusive education is a process of developing general education, which provides
opportunities for children with special educational needs to receive education, providing quality
education to all children, regardless of their abilities and status. An inclusive education system
guarantees that children in wheelchairs who cannot attend school, or children at risk of such,
have equal access to education and special support in any nearby school. In European countries,
especially in German-speaking countries, the term “inclusion” is used relatively rarely. They
continue to use the terms “integration”, “cooperative learning”. The creation of a system that
meets the educational needs of children with different abilities is ensured by the continuity of
preschool, school, vocational and higher education systems. Parenting has a significant impact
on the mental state of a child. Some congenital defects of children, and sometimes mental
retardation, may not be noticeable from the outside. Of course, from an early age, the physical
disabilities of a child are immediately taken into account by parentsAfter collecting information
about such families, a special plan is developed. First of all, special recommendations are
developed on how parents should care for such children. A pediatrician, teacher, psychologist,
neurologist, speech therapist, therapist, etc. work with each child with disabilities. The main goal
of working with the family is to create favorable conditions for the personal development of all
family members (physical, mental, social, spiritual, moral, intellectual), to provide
comprehensive moral support, as well as to protect the child and his environment from the
negative impact of various factors on his personal development. The process of interaction with
the family and parents includes:
- studying the living conditions of the family;
- clarifying the general problems of the family and studying its characteristics;
- clarifying the differences from others, as well as the goals and aspirations of the family;
- observe the forms of answering questions or reacting to surrounding events (silence, talking
quickly or a lot, quarreling, aggressiveness, self-control, distrust, etc.);
- learn how such families have been helped in the past and how they can be helped in the future;
- study the past and personal characteristics of family members.
One of the important areas of work with parents raising children with disabilities is the existence
of public associations (associations) of parents of children with disabilities. Because such an
association or union is a reliable guarantee that they will not be isolated and will be in a constant
process of communication. Such associations, created to provide assistance to families raising
children with disabilities, set themselves the task of ensuring that parents pay adequate attention
to their child, instilling in the child the concept of “special laws of development”, and realizing
the child’s personal, intellectual, creative and social resources to the maximum. In conclusion, it
can be said that the systematic and effective implementation of inclusive education is closely
related to the forms, methods, scope and quality of work with parents, which requires special
responsibility and innovative approaches from the Department of Preschool and School
Education, its territorial bodies, and employees of educational institutions under their jurisdiction.
List of used literature:
1. The newly revised Law of the Republic of Uzbekistan "On Education". September 23, 2020.
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 1413
2. A.P. Usova. "Role igra v vospitanii detey", pod ed. A. V. Zaporozhtsa. - Moscow.:
Prosveshchenie, 1976.
3. K.P. Becker, M. Sovak. "Logopedia", Moscow, Izdatelstvo: Meditsina, 1981.
4. N.A. Ignatchenko. Actual problems of correctional pedagogy. Krasnodar, Kuban State
University, 2019.
5. Almazova E.S. Logopedicheskaya rabota po vosstanovleniyu golosa u detey pod obshch. ed.
G. V. Chirkinoy. - M.: Ayris-press, 2005.
6. Z.M.Ahmedova, M.Yu.Ayupova, M.P.Hamidova. Logopedic game (textbook). Tashkent,
"Philosophers" publishing house of the National Society of Philosophers of Uzbekistan,
2013.
7. J.V. Khusanova. “Let's talk straight”, Tashkent, “Teacher”, 1995.
8. M.Yu. Ayupova. “Logopedia”, Tashkent, Publishing House of the National Society of
Philosophers of Uzbekistan “Philosophers”, 2001.
9. Collection of materials of the international scientific and practical conference on “Current
issues of inclusive education: problems and their solutions”.
10. www.norma.uz. Inclusive education for children with special educational needs will be
introduced.-17.10.2020.
11.
www.kun.uz. 5-year plan for inclusive education.- 18.03.2021
