International Journal of Pedagogics
20
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue08 2025
PAGE NO.
20-25
10.37547/ijp/Volume05Issue08-05
Methods for Improving the Effectiveness of Inclusive and
Home-Based Student Education Based on Voluntary Social
Methodological Actions
Risbai Khaidarovich Juraev
Kari Niyazi National Institute of Educational Pedagogy, Head of the Department, Doctor of Pedagogical Sciences, Academician, Project
Manager, Uzbekistan
Umaralieva Mukhaye Abdugaparovna
Head of the Department of the Kari Niyazi National Institute of Educational Pedagogy, PhD in Pedagogical Sciences, Associate Professor
(PhD), Uzbekistan
Received:
11 June 2025;
Accepted:
07 July 2025;
Published:
09 August 2025
Abstract:
The article extensively highlights the possibilities of inclusive education and the role of voluntary social
methodological actions of students in improving the effectiveness of home schooling. The methodology of
organizing and home education is also given.
Keywords:
Inclusive education, homeschooling, volunteer students, methodology, socio-pedagogical actions.
Introduction:
Based on the study of research works on
the problem that requires serious attention from the
scientific community, their scientific analysis, it became
known that equal, decent education and upbringing of
people with disabilities should always be good, proper,
should be given special attention and not be
overlooked.
Eastern thinkers such as Imam al-Bukhari, Abduhalik
Gijduvani, Abu Isa Muhammad at-Termizi, Ibn Sina,
Farabi, Beruni, Mirzo Ulugbek, Yusuf Khos Hajib, Imam
Ghazali, Bahauddin Naqshband, Alisher Navoi, Abdulla
Avloni expressed their scientific and scientific-
pedagogical observations on the problem of the
pedagogical-psychological approach to the upbringing
and development of youth in the family and society in
their time. In particular, in the works of Abu Ali ibn Sina,
along with healthy children, recommendations are
given regarding the upbringing of children in need of
special attention. The scholar states that a child with
disabilities has the right to education and upbringing
alongside their peers, emphasizing their strong desire
to acquire knowledge and learn professions. Scientific
analysis of the views of Eastern scholars on the
upbringing of a child's personality, the influence of
education and upbringing on their development, will
undoubtedly be the main source for researchers.
A deeper study of the socio-pedagogical, psychological
features, specific possibilities of organizing inclusive
education, identifying problems related to this area,
developing inclusive education technologies, and
substantiating aspects of their effectiveness has
become a pressing scientific problem. Because
inclusive educational technologies create a convenient
opportunity to ensure the full participation of all
children in the educational process, regardless of their
mental and physical condition. In particular, it creates
conveniences for children in need of special attention
and assistance to communicate with others, grow up to
meet the requirements of the social environment,
acquire skills to meet their everyday needs, adapt to
life, be able to study in educational institutions on
equal terms with their healthy peers, enter into friendly
relations with them, master lessons on time, and
approach tasks responsibly.
In our opinion, inclusive education is ensuring equal
opportunities for all students in the provision of
educational services, taking into account their needs
and capabilities.
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International Journal of Pedagogics (ISSN: 2771-2281)
According to the World Health Organization, the fact
that about 15 percent of the world's population has
limited opportunities and, unfortunately, this indicator
is constantly growing encourages everyone to take
effective measures to create opportunities for
everyone to feel equal with others and realize their
potential.
The purpose of conducting serious scientific research
on this problem is to create equal opportunities for all
people, regardless of their physical condition. 40
percent of the country's population is under 18 years
old, and 65 percent is under 30 years old. The level of
development of the system of protection of children in
need of social protection reflects the level of humanism
of society and its spiritual and moral development, the
legal obligations of Uzbekistan and the international
conventions signed by our country. Care for the
younger generation is one of the important universal
human values. The development of inclusive education
has become one of the important directions in this
regard. This education allows children with disabilities
to participate in social life, gain knowledge, and
develop.
Inclusive education should be the main criterion
determining the effectiveness of the continuous
education system.
For many, inclusive education involves placing children
with disabilities or certain diagnoses in a regular
classroom of a general education school, which
prevents other children from mastering educational
materials, the school curriculum. This idea is
completely opposite to and incompatible with
inclusion; it's just one form of the integrative approach,
which doesn't work in the positive direction either. The
idea of the integrative approach implies the adaptation
of children who do not meet the requirements of the
education system, the expected results of education,
which interfere with it. That is, it involves changing such
children with the help of psychologists, defectologists,
speech therapists, etc. And we see the solution to the
problem in our children: they are very active, can't sit
still; they are very slow, can't learn; they are very smart,
are bored; they are not smart, don't understand
anything. And we are trying to adapt our children to the
general standards currently accepted in education.
Those who do not meet general standards are being
sent to specialized educational institutions. Standards
are not dogma!
In modern education - inclusion, everyone, regardless
of religion, language, culture, and health status, studies
in the same educational institution. The task of the
education system is to adapt to the state and level of
each child - the learner.
We can say without worry that inclusion is a revolution
in the education system!
Our national legislation grants equal rights to people
with disabilities to realize their potential. The right to
education is guaranteed by our Constitution.
Nevertheless, there are children in our country who do
not attend general education schools due to their
physical disabilities.
One of the main principles of inclusive education is that
this education should not be one-sided, and society
should create conditions for the establishment of
inclusive education. Parents of ordinary children are
worried that their children will study with children with
special needs. Therefore, we must also work with the
parents of such children. It should be noted that we
need to convey to parents of children with special
needs that their children also have the right to be part
of society, to instill this in their consciousness. Indeed,
there are many examples of people with disabilities
achieving great success. For this, it is necessary to give
them the opportunity to realize their potential, and
parents the opportunity to choose.
Practice shows that it is more effective when a child
with certain educational needs studies among their
peers. Firstly, they contribute to the development of
the child, and secondly, they contribute to the
development of society and the children around them.
After all, boys and girls studying together with children
with special needs develop a sense of responsibility for
helping them, and often some negative qualities
inherent in children growing up in good conditions
disappear. As a result, children learn to work together
and support each other. Children raised in the same
environment do not notice the difference in
themselves, but only their parents notice it. Therefore,
such communication has a positive impact on children
with special needs and others, teachers, society, the
mahalla, and families. That is, all of them develop a
positive attitude towards people with special needs. In
general, such qualities as mercy and generosity have
always been inherent in our people, and it is necessary
to instill this in children from a young age. Inclusive
education occupies a special place in this regard.
It should also be emphasized that our children play an
important role for us. Therefore, the optimization of
their learning processes is of great importance. It is
known that in our country, many students, for various
reasons, study at home, not in school institutions. One
of the options for individual education of such children
is home education and upbringing. Its positive aspects
are the individual plan that allows the child to work,
and the pace of learning is determined by individual
loads not only throughout the day, but also constantly
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International Journal of Pedagogics (ISSN: 2771-2281)
throughout the week. Individual work with a child
allows taking into account their work pace, work
capacity, fatigue, etc., and also prevents the isolation
of children and adolescents with disabilities from
society and school.
Special education, including the education and
upbringing of children with various health problems:
home education plays an important role in deviations
in emotional, intellectual, speech, and motor
development.
By the form of education conducted at home, we
understand a multifunctional system of education and
upbringing carried out in a family environment,
providing
corrective-developmental,
socio-
pedagogical, medical, and psychological assistance to
children with disabilities.
The concept of disability refers to persons with
impaired health with persistent functional impairment
resulting from diseases, consequences of injury, or
defects that lead to limitations in life and require social
protection. Disability is interpreted as a limitation of
the ability of a person with disabilities due to physical,
mental, emotional, social, cultural, and other barriers,
preventing their integration into society and active life
in it.
Analysis showed that in modern pedagogical literature,
authors use various synonymous concepts, such as
“family upbringing”, “home education”, “home
education”, “home education”, when interpreting
individual home education.
Analysis of publications on the history of home
education allows us to note that home education in
Russia has its own history, which began to be used in
the 17th century and became widespread long before
its recognition. The first messengers of home teachers
were priests and “letter masters”.
Home-based learning is considered an important area
of the education system, and this is reflected in the
centuries-old experience of family education and has
been formed in the process of gradual development:
1st period (VI-IX centuries) - the emergence of
elements of mentoring activity among ancient Slavic
tribes;
2nd period (10th-15th centuries) - home education of
children in the prince's court and family upbringing by
"masters of literacy";
3rd period (16th-17th centuries) - the formation of
future heirs to the throne in the palace;
4th period (XVIII century) - development of power,
general education in a family environment among the
local nobility;
5th period (late 18th - first quarter of 19th century) -
parallel development of home and religious education
and teaching in state educational institutions; training
of national personnel of governors and home teachers;
6th period (30s of the 19th century - beginning of the
20th century..) - official recognition of home education
as a type of civic education, which is equivalent to
studying in educational institutions and boarding
schools at public schools; active discussion of the
prospects and problems of home education in
pedagogical literature and the press;
Period 7 (from 1962 to the present) - official
recognition of home education as one of the forms of
state education for disabled or sick children; normative
support for this activity.
In recent decades, the problem of home education has
attracted serious attention from specialists. Discussing
the issues of home-based learning, a number of
authors came to the conclusion that the practical
implementation of home-based learning still causes
many problems.
A teacher who teaches a child at home often performs
many tasks individually with the student, but solving
them requires a certain level of psychological and
pedagogical preparation and specific corrective and
developmental abilities, as well as building a special
system of teacher-student, parent-interpersonal
relationships in the system.
In practice, during 2020-2022, a scientific study was
conducted on the topic "Mechanisms for increasing the
effectiveness of individual education of children with
disabilities at home." According to the results of a
scientific study, from 32% to 50% of teachers
experienced difficulties in teaching school subjects to
children
studying
at
home.
Difficulties
in
communicating with children were noted by more than
60% of teachers. About 40% of employees experience
difficulties in communicating with parents, and
insufficient provision of relevant methodological
literature is more than 50%.
Thus, at present, a certain experience has been
accumulated abroad in the field of home-based
education of students with disabilities. This experience,
as an important component of world pedagogy,
requires further study, improvement, and structuring.
In our opinion, solutions to these issues should be
developed to improve the quality of individual
education at home and solve the problem of
socialization of children and adolescents studying at
home.
Currently, the modern practice of teaching children at
home in Uzbekistan is experiencing a number of
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International Journal of Pedagogics (ISSN: 2771-2281)
difficulties related to imperfect forms and content,
pace, means, and methods of teaching. There are
insufficient educational programs and teaching
technologies that take into account the state of health
and the level of development of cognitive abilities of
children with long-term illness.
In addition, there is a lack of qualified teaching staff in
general education institutions capable of conducting
individual corrective and developmental education at
home, as well as insufficient information on the
problem of individual home education for students
with developmental disabilities, including students
with intellectual disabilities.
Thus, at the republican level, there are a number of
problems in home education that require sufficient
theoretical
understanding
and
practical
implementation. The relevance of this manual at the
scientific and methodological level stems from the
contradiction between the growing need for adequate
and high-quality education for all children with
disabilities and the low level of organization of home
education for such children.
As a solution to the above-mentioned problems, it is
advisable to use the efforts of students studying in
higher educational institutions to attract children with
disabilities to home education.
The organization of a voluntary socio-methodical
movement of students gives good results.
On the basis of the guarantees of the right of disabled
children, children with physical and (or) mental
developmental disabilities to receive medical and social
assistance, recognized in Article 28 of the Law of the
Republic of Uzbekistan No. 139 "On Guarantees of the
Rights of the Child," this category of children has the
right to receive medical and social assistance
(preventive, treatment and diagnostic, rehabilitation,
sanatorium-resort, prosthetic and orthopedic care,
provision of vehicles on preferential terms and other
types of assistance), free medical and social assistance
in institutions of the state healthcare system and home
care.
Al
so in this law: “A child with physical and (or) mental
developmental disabilities - a child with physical,
mental, sensory (sensory) and (or) mental disabilities
that are insufficient to establish disability; a child with
a disability - a child in need of social assistance,
protection in connection with limited life activity due to
physical, mental, sensory (sensory) and (or) mental
disabilities, and recognized as a disabled person in the
manner prescribed by law”.
In order to study the ways, factors, and other aspects
of organizing, studying, analyzing, and increasing the
effectiveness of inclusive and home education based
on voluntary socio-methodological actions among
students, there arose a need to group a number of
regulatory legal acts in certain areas. They are:
1. Documents designed to improve the quality of
educational services.
2. Documents defining guarantees for the protection of
children's health and social protection.
3. Regulatory framework for stimulating the activities
of teachers.
4. Documents regulating the organization of control
and assessment of the educational process.
Within the framework of the study, a number of
foreign documents guaranteeing the rights of children
with disabilities to social rehabilitation and quality
education were also studied. Among them: “Universal
Declaration of Human Rights” (1948), “Convention on
the Rights of the Child” (1989); Declaration on the
Rights of Persons with Disabilities (1975), Universal
Declaration “Education for All” (1990), Salamanca
Statement
(1994),
Dakar
Declaration
(2000);
“Education
-
2030”
- Incheon Declaration (Korea, May
21, 2015)”. Based on these documents, in leading
countries of the world, the problem of protecting the
social rights and interests of children with disabilities is
considered from the point of view of a humanitarian
global issue, the problem of education, upbringing, and
social adaptation of this category of children is studied
based on the targeted activities of various
organizations, and the necessary control criteria
(indicators)
are
determined.
UN
Declarations
“Millennium Development”, “On the Creation of an
Appropriate World for the Life of Children” (November
20, 1989); Declaration on Social Development and
Progress (UN General Assembly, December 11, 1969);
Convention on the Rights of the Child (November 20,
1989); Among them are the laws “On the Dissemination
of Legal Information and Ensuring Access to It” (August
15, 2017) and other international regulatory
documents.
In the process of classes, using various interactive
methods, conducting lessons using simple and easy
methods for students to memorize gives good results.
In the process of teaching Uzbek alphabet letters to 1st-
grade students, it is useful to use analytical-synthetic
sound methods. When working with a student
studying individually at home, it is advisable to use
more visual methodsBecause such students remember
more through what they have seen, used, and heard.
Because lessons organized using innovative methods
with a simple lesson yield more results, I use the
following methods more frequently in my lessons.
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International Journal of Pedagogics (ISSN: 2771-2281)
Below are examples of innovative and interactive
exercises for use in the lesson. They can be used not
only in primary education, but also in higher grades.
“Bright Star” Method.
In this method, words are written in the triangles, and
then they are attached to the board. What appeared on
the board. A star shape formed on the board.
Let's ask a question about the word "star"
- what?
- What does it indicate about an object and a person?
- name, if this word denotes the name of an object or
person, it belongs to the noun word class.
- we'll ask how many facets our star has. (How many?
5)
- If it denotes the number of an object or person, this
part of speech is called a number.
- what words shone on the edges of our star?
Kind, caring, devoted, child-loving, sweet-talking
- Let's question these words. How?
If it denotes a characteristic of an object or person, this
part of speech is called an adjective.
- what does the star do?
It emerges, shines, and fades. We will interrogate
(what will he do?)
A word denoting the action of a person or object
belongs to the category of verbs.
“Triangle” method.
In this method, a picture of a profession is placed in a
triangle, and the tasks performed by the owner of that
profession are written one after another.
Educational game “One Step Forward”.
This method can be used to reinforce a previous or new
topic. Several questions will be asked on the topic. The
student is placed next to the board, and the questions
are asked one after another. If they answer the
questions correctly, they take one step forward; if they
cannot answer, they take one step back.
Method “Find a word in a syllable”.
Words are formed by writing syllables on rectangular
paper and combining several of them. And from words,
sentences are formed.
This method teaches the student to concentrate and
act quickly. And the skill of using words in their proper
place is formed.
Educational game “Find a Word from a Word”
In this educational game, the teacher hangs the word
on the board. Then the student writes the words they
found in the notebook.
Word: Eye bead
Found words: eye, self, flour, bead, run, white.
Word: Shovel
Found words: waist, hand, elbow, ear, shoulder, elbow.
“Yes
-
no” game
I believe it is appropriate for teachers to use this
method before starting each lesson to attract students'
attention.
- Is it spring in the country now?
- Is a book a friend of man?
- Does a flower bloom?
- Do birds walk?
- Are you a teacher?
- Do fish swim?
- Are melons ripe?
- Does a cat meow?
Educational method “Hot Potato”.
This method can be used when the teacher asks for
multiplication tables or during oral questions and
answers. Teaches concentration. The teacher throws
the ball to the student saying 4X5, and the student
returns the ball to the teacher saying 20.
“Memory exercises”
Several numbers are given to the student (for example:
12.18, 70, 81, 54)
Several mathematical proverbs are told to the student.
- Forty skills are not enough for a young man.
- Don't say eight without counting.
- Measure seven times and cut once.
- One who is separated from his land weeps for seven
years, one who is separated from his people weeps
until death. Numbers are asked after the proverbs.
Educational game “Find the Excess”
It is a widely used method in nature lessons. Based on
the cross-section of topics, images are selected and an
image not related to a single topic is placed. This
method teaches how to find the difference.
“Coral of Letters”
Recalling, counting, and writing previously learned
letters before transitioning to a new alphabet will be
imprinted in the reader's memory.
“Continue”
The teacher starts proverbs or wise sayings, even fairy
tales, and the student continues. When this method is
used more often, the student's memory capacity
increases, and their thinking expands.
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International Journal of Pedagogics (ISSN: 2771-2281)
“Be Resourceful and Quick”
In this method, the student is given 1 minute, during
which time they arrange the pieces of the picture as in
the example. Through this, the student learns to clearly
distinguish colors and shapes and learn to use time
effectively.
CONCLUSION
In conclusion, it should be noted that the use of
innovative methods in the formation of students'
knowledge, skills, abilities, and competencies increases
student activity in the learning process.
The use of innovative exercises not only increases
students' interest in the lesson process, but also forms
the ability to apply the knowledge gained during the
lesson in everyday life.
It closely contributes to the development of the
student's worldview, thinking, sensation, perception,
and memory.
Innovative and interactive exercises increase the
effectiveness of education and upbringing by
increasing the interest of students studying individually
at home in lessons or applying them for the purpose of
in-depth study of a subject.
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