INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 478
THE ROLE OF PSYCHOLOGICAL APPROACHES IN SPECIAL PEDAGOGY
Kahramonova Zebuniso Raufjonovna
2nd-year student of the University of Information Technologies and Management,
Specializing in Defectology (by types of activities).
Khujayarova Nafisa Sultanmurodovna
teacher of University of Information Technology and management,
doctor of philosophy in pedagogical Sciences (PhD)
Abstract:
Special pedagogy is a field focused on working with children who have disabilities
or developmental impairments, and its effectiveness largely depends on psychological
approaches. These approaches allow educators to consider the individuality, needs, and
developmental dynamics of each child. This article analyzes the main psychological approaches
applied in special pedagogy and their significance.
Keywords:
Special pedagogy, psychological approach, inclusive education, defectology,
corrective pedagogy, intellectual disability, individualized education, speech therapy, pedagogy,
psychology, cognitive, behaviorist, education, integration.
Special Pedagogy is the science concerned with the education and upbringing of children with
physical or mental developmental disorders. It develops based on the general principles of
pedagogy while taking into account the specific educational activities of children with physical
or mental impairments. The main objective of special pedagogy is to establish the scientific and
theoretical foundations for organizing the education and upbringing of such children and to
train defectology specialists accordingly.
Special pedagogy also deals with the psycho-pedagogical and clinical study of children,
identifying the causes of impairments, pedagogical classification, and categorization, providing
individualized approaches in special education institutions, and preparing children with
impairments for physical labor. Depending on the type of impairment studied, special pedagogy
branches into areas such as surdopedagogy (hearing impairments), oligophrenopedagogy
(intellectual disabilities), typhlopedagogy (visual impairments), and speech therapy
(logopaedics). Each of these branches is a part of general pedagogy, and collectively they form
the field of defectology.
In Uzbekistan, certain works have been carried out in the field of special pedagogy. For
instance, for the faculties of defectology in pedagogical institutes, textbooks such as
"Fundamentals of Oligophrenopedagogy" by Q.Q. Mamedov, M.I. Soatov, and P.M. Po‘latova,
and "Speech Therapy" manuals by L.R. Mo‘minova and M.Y. Ayupova were created. In
addition, scholars such as S.A. Aytmetova, M.Y. Ayupova, D.A. Gordiyenko, Q.Q. Mamedov,
L.R. Mo‘minova, P.M. Po‘latova, V.S. Rakhmonova, M.I. Soatov, and R. Shomahmudova have
published guides, programs, lecture notes, methodological recommendations, and articles
dedicated to theoretical and practical issues of diagnosing, correcting, and overcoming
developmental impairments in children.
Main Objectives of Special Pedagogy:
- Involving children with developmental disabilities in the process of socialization,
- Developing individualized educational programs,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 479
- Creating an adapted learning environment,
- Establishing a system of pedagogical and psychological support.
Psychological Approaches Used in Special Pedagogy:
Activity-Based Approach:
This approach, developed by L.S. Vygotsky and A.N. Leontiev, emphasizes that a child's
psychological development is closely related to their activity. It aims to foster children's
educational and play activities, encourage independent actions, and strengthen the connection
between movement and perception.
Person-Centered Approach:
According to K. Rogers and A. Maslow, this approach stresses the importance of considering
the individuality of the child, including their interests, abilities, and psychological needs. It
involves developing educational methods tailored to each child's unique characteristics,
enhancing motivation, creating a positive psychological environment, and fostering
independence and self-confidence.
Behaviorist Approach. According to J. Watson and B. Skinner, the behaviorist approach is
based on managing the educational process through shaping behavior. Its main principles
include the use of reinforcement and punishment systems in the learning process, application of
behavior correction techniques, and development of adapted teaching methods for children with
special needs.
Cognitive Approach. According to J. Piaget and L. Vygotsky, this approach is aimed at
developing the child’s thinking processes. It includes the following elements:
- Teaching based on stages of cognitive development,
- Developing children’s attention, memory, and thinking abilities,
- Adapting the educational process to the child's level of understanding.
The practical significance of psychological approaches in special pedagogy lies in
developing educational strategies tailored to each child’s individual needs, increasing the
effectiveness of education by addressing psychological issues, establishing a system of
counseling and psychological support for teachers and parents, and ensuring the social
integration of children with special needs.
In Uzbekistan, significant work is also being done in this field. In particular, developing
inclusive education aims to integrate children with special needs into the general education
system and ensure their social inclusion. In this process, psychological approaches are used to
consider the individual needs of each child.
Early intervention programs: Research is being conducted on early identification of children
with developmental disorders and providing them with psychological and pedagogical support.
These programs have a positive impact on the children's further development.
Teacher training and professional development: There are efforts focused on training
teachers and improving their qualifications in applying psychological approaches when working
with children with special needs. This contributes to enhancing their professional competencies.
Use of technology: Research is being conducted on the use of modern technologies, such as
computer programs and mobile applications, in applying psychological approaches for children
with special needs.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 480
REFERENCES:
1. "Special Pedagogy": P.M. Po‘latova, L.Sh. Nurmuxhamedova, D.B. Yakubjonova, Z.N.
Mamarajabova, Sh.M. Amirsaidova, and A.D. Sultonova.
2. "Special Psychology" textbook: L.R. Mo‘minova, Sh. Amirsaidova, Textbook, 2012.
3. "Special Pedagogy" study guide: M.U. Xamidova.
4. Ismoilova, G. A. (2018). Main Directions of Defectology. Bukhara: Bukhara State
Pedagogical University Press.
