INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
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A CRITICAL ANALYSIS OF THE APPROACH TO INCLUSIVE EDUCATION IN
UZBEKISTAN BASED ON FOREIGN EXPERIENCE
Jumanova Soliha Gayrat kizi
Gulistan State Pedagogical Institute
Student of the bachelor's degree program "Primary Education"
Annotation:
This article highlights the role and importance of the experiences of foreign
countries in the development of inclusive education in Uzbekistan. In addition, the existing
problems and shortcomings of this education are also highlighted. As foreign experiences, the
intensive efforts of Finland, Italy and Japan in inclusive education are studied. During the
study of these experiences, the main factors of inclusive education are identified - improving
the skills of teachers, individual work with students, cooperation with parents, etc. As a result
of the research, it is determined that Uzbekistan can use improved foreign experiences.
Keywords:
inclusive education, Uzbek education system, individual approach, international
experiences, equality in education, cooperation with parents, children with disabilities.
INTRODUCTION.
In accordance with the Regulation approved by Resolution No. 638 of the Cabinet of
Ministers of the Republic of Uzbekistan dated October 12, 2021 "On the approval of
regulatory legal acts concerning the education of children with special educational needs", the
goals and objectives of inclusive education are as follows:
The goal of inclusive education is to create a barrier-free, adapted educational
environment for students with special educational needs at school, using special tools and
methods, involving special educators, and to ensure quality general secondary education that
serves their effective adaptation to society and full integration.
Currently, in the process of socio-economic development of modern society, the
education of the growing younger generation remains one of the pressing issues. Also,
inclusive education - education for children with special needs - is becoming an integral part
of the education system.
This type of education is being introduced in Uzbekistan, but there is a need to use
foreign experience to increase efficiency. This article studies the experiences and methods of
foreign countries in inclusive education, analyzes their adaptation to our national education
system, and puts forward ideas on increasing the level of inclusion.
LITERATURE REVIEW
.
Inclusive education is one of the most relevant scientific and practical topics in the
current globalization era. In particular, international organizations - UNESCO and UNICEF -
have considered recommendations on the equality of all students, as well as their quality
education, individual work with children in need of special assistance and their integration
into society. In scientific literature, the experiences and achievements of Italy, Finland and
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Japan in inclusive education are most often studied separately. The experience of the above
countries shows that the laws and documents drawn up by states are insufficient for the
implementation of inclusive education, and in addition, educational institutions need to be
prepared organizationally, methodologically and psychologically.
Among the countries with a conservative model of social policy, Italy was one of the
first to recognize inclusive education as an acceptable form of education for children with
special needs. In the country, more than 90 percent of children with special needs in
psychophysical development study in general institutions with healthy children closer to
home. Even before the adoption of the first law in Italy in 1971 on the right of children with
special needs to attend general education schools, the process of integration had already
begun in some regions of the country. This happened after the closure of psychiatric hospitals
and boarding schools for children with developmental disabilities. The Italians call this
period "predatory integration", but what happened was closer to inclusion, since the main
goal was to adapt children to the school community in such a way that each person had a
sense of belonging to a certain group. At that time, the acceptance of differences as integral
features of the personality came to the fore. A distinctive feature of the Italian approach to
inclusive education is the close cooperation of schools with specialists from health care
organizations that carry out diagnostics and therapy. Students with special needs are provided
with qualified assistance by teachers and multidisciplinary specialists and are taught
according to agreed programs.
In the history of inclusive education, Japanese education is considered a country that
has managed to create all the conditions for children with special needs to be excluded from
the education system in a very short period of time and ensure their integration into society.
The Japanese education system began to think about ways to include students with special
needs in the education system more widely in the 1970s, and it began to be included in the
law in 1990. In Japanese education, inclusive education begins not with schools, but with
preschool institutions and continues to higher education institutions. Parents can freely
choose the educational institutions their children will attend, and this is also stipulated in the
law.
In Finland, inclusive education is based on the principle of "School for All" and
inclusive education is a fundamental principle of the organization of basic education. These
things are not included in legal and administrative documents, only the basic principles of
inclusive education are included in the law. In Finland, any kind of discrimination is
excluded and education is established equally for everyone.
RESEARCH METHODOLOGY.
The aim of this study is to organize inclusive education in Uzbekistan based on
foreign experience. The study provided an in-depth analysis of foreign experience and its
evaluation in the context of Uzbekistan. In addition, the comparative method was used in the
study, in which scientific articles on education in Finland, Italy and Japan, reports from
international organizations, statistical data and legislative documents were studied and
compared. In addition, the way in which inclusive education was implemented in these
countries in social, economic and cultural conditions was examined. At the same time, the
problems and opportunities of this education were studied and shown under the leadership of
Z.Makhmudova and B. Rakhimova. The problems of inclusive education include the
integration of children with special needs, the lack of special training of teachers and the lack
of sufficient infrastructure.
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In foreign experiences, inclusive education is analyzed differently. For example, in
the studies of Slee and Salavita, social and political aspects are analyzed in depth, while in
international organizations such as UNICEF and UNESCO, it is analyzed based on
international standards and political approaches.
In conclusion, it can be said that due to the lack of a specific basis for introducing
inclusive education in Uzbekistan, this article studied the experiences of foreign countries in
inclusive education and considered how they can be adapted to our education system.
ANALYSIS AND RESULTS.
The study analyzed effective methods and important aspects of organization of
inclusive approaches in education in Japan, Italy and Finland. Inclusive education in
Uzbekistan was studied on the basis of regulatory documents and interviews.
The Finnish experience shows that the country is implementing mass inclusive
practices and constructive inclusive technologies that eliminate any discrimination and make
the educational process accessible to everyone. As a result of these efforts, wide opportunities
for children with special needs to receive education are opening up.
The following forms of inclusive education exist in Finnish schools:
1. Integrating children with disabilities into regular classes.
2. Teaching classes that are taught in regular and special classes in mixed classes.
3. The number of students in each class should be 25.
4. Establishing a form of teaching that provides special assistance in partially segregated,
small groups, both within and outside the classroom.
Finnish education is based on the principle of "School for All" and creates
comfortable and mandatory conditions for students in their own places of residence. The
main focus of Finnish inclusive education is on the individual needs of students, the system
of social services and pedagogical technologies. The above model will be useful in
implementing Uzbekistan's "Individualized Curriculum".
In Japanese educational institutions, an important feature of inclusive education is the
"resource room". This is a place where students with disabilities can receive specialist advice
on studying in regular educational institutions. This program is valid for students with autism,
various hearing, speech and vision disorders, and emotional disorders. In addition to small
group teaching and the operation of resource rooms, tutors (coaches) are also provided for
some students who provide individual assistance to students. Individual educational programs
are developed for students, taking into account the results of history, psychological and social
tests. In order to successfully implement inclusive education, teachers in Japanese
educational institutions undergo special training. Working with students with disabilities
requires additional communication skills, psychology, and medical care. The true purpose of
teachers' work is to educate students and students with disabilities so that they can understand
each other, work together, and live fully in one society. Education for students with
disabilities requires significant financial costs, as a rule, the creation of normal conditions for
such students increases the costs by 10 times. The main part of the financing of expenses is
carried out by the state. After completing the training, students with disabilities have real job
opportunities. There are incentives for companies that provide employment for this category.
A special highlight is the attitude towards students with disabilities in the country. You can
see how students on excursions in public places help their classmates with disabilities
selflessly and correctly. Often, on the initiative of students, a vacation is organized for such a
child with his family. In general, Japan really adapts the environment to human needs. In
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Japanese education, all technological tools serve the needs of people, and such facilities are
quite modern. The above experience opens up opportunities for the modernization of digital
technologies and technological tools in the Uzbek education system.
In the Italian experience, work is carried out on the basis of the "Integrazione
scolastica" model, and students are fully included in general education institutions. One of the
important aspects of this model is that it also involves the work of assistant teachers with
special training. In addition, in Italian inclusive education, teachers in public municipal
institutions (preschool, school) work to support students with disabilities and, together with
the class teacher, are responsible for the success of the education of students with special
needs. The assistant, together with the teacher, draws up individual educational plans for each
student with special needs in psychophysical development, in particular, corrective and
rehabilitation assistance, in some cases outside the school - medical and social rehabilitation.
An important requirement is that if there is a blind or deaf student in the class, the entire class
learns Braille or sign language. Today, in the education departments of the regions of our
country, advisory services are operating, involving specialists in various fields, school
principals, employees of education departments, representatives of public organizations, and,
if necessary, health care specialists. Employees of these services organize inclusive education,
identify the needs of children, and provide advisory and educational assistance to teachers
and school administrations. The use of the above position will facilitate the education of
children with special needs in Uzbekistan and facilitate their integration into society.
CONCLUSIONS AND RECOMMENDATIONS.
This study examined the best practices of Japan, Italy, and Finland in inclusive
education and analyzed how they can be adapted to education in Uzbekistan. The results of
the analysis show that foreign countries have teachers and teaching assistants who are
specially trained to organize inclusive education, and methods adapted for this education, and
most importantly, cooperation with society is excellent.
Although the organization of inclusive education in Uzbekistan is consolidated on the
basis of certain documents, there are some obstacles in practice: first of all, the lack of
qualified personnel, insufficient provision of technical equipment, limited methodological
tools, and the difficulty of integration into society. During the study, real situations were
analyzed and it was determined that a phased, systematic, and customized approach to the
transition to inclusive education is necessary.
Based on the results of the research, it is appropriate to focus on the following aspects:
1. It is necessary to introduce the activities of assistant teachers based on the Italian
experience.
2. An individual learning plan should be developed for each child who needs special
assistance.
3. It is necessary to improve the knowledge and skills of special educators and create
special conditions for them.
4. It is necessary to create adapted methodological materials for students in inclusive
education.
5. It is necessary to prepare society for inclusive education and work in this regard.
6. It is necessary to modernize technological tools based on Japanese experiences.
7. It is necessary to introduce a monitoring system that regularly evaluates the work
being done in inclusive education.
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In conclusion, it can be said that analyzing foreign experiences and incorporating
them into the Uzbek education system will ensure the development of inclusive education,
equality for all in education, and the formation of feelings of humanity and justice among
students.
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