Volume 04 Issue 02-2024
133
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
133-138
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article covers the issue of the development of socio-pedagogical competence of educators in the environment of
inclusive education. Also, the state has analyzed the conditions created by students with disabilities in the educational
environment and the implementation of developed laws and decisions.
KEYWORDS
Inclusive education, students with disabilities, pedagogical competence, decision making, foreign experience,
research, propaganda.
INTRODUCTION
Changes in the field of education in our country provide
an opportunity for children with special educational
needs to join educational organizations. Inadequate
development of the infrastructure, lack of specialists
who can provide appropriate assistance in education
to children with special needs, face many difficulties in
implementing inclusive processes in rural areas.
Therefore, the integration processes in our country
should enable the formation of a national model of
inclusive education. This model should take into
account historical and cultural characteristics, cultural
and pedagogical traditions, and include the leading
experience of developed countries in the direction of
inclusiveness.
The development of inclusive education in our republic
requires the improvement of general pedagogical skills
Research Article
LEGAL-NORMAL BASIS OF FORMING SOCIAL-PEDAGOGICAL
COMPETENCE OF A TEACHER IN INCLUSIVE EDUCATIONAL
ENVIRONMENT
Submission Date:
February 19, 2024,
Accepted Date:
February 24, 2024,
Published Date:
February 29, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue02-22
Umaralieva Muhayo Abdugaparovna
Head of Department at Scientific Research Institute of Pedagogical Sciences of Uzbekistan named after T.N.
Kari Niyazi, Doctor of Philosophy in Pedagogical Sciences (PhD), Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
134
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
133-138
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of teachers, the development of inclusive culture, and
the development of inclusive personnel training.
At the same time, parents of children who need special
education became active, and social organizations
began to be formed. Non-governmental public
organizations began to focus public attention on the
issues of protection of disabled children and their legal
status.
In this case, a group of parents tried to develop new
technologies and products for children with special
educational needs.
State authorities have taken measures to organize new
social packages for children with special education
needs. At the same time, many reforms were
implemented in the field of training of specialists
working with children.
In our country, a number of works have been carried
out to improve the system of state support for people
with disabilities, social assistance, improving the
quality of life, providing them with comprehensive
assistance in education and employment, and special
attention is paid to the important needs and
requirements of people with disabilities, taking into
account the feelings of kindness and goodness
inherent in our people. It is important to fulfill the tasks
specified in No. PD-5270 of the President of the
Republic of Uzbekistan dated December 1, 2017 "On
measures to fundamentally improve the system of
state support for persons with disabilities", No. PD-
5712 dated April 29, 2019 "On the concept of
development of the public education system until
2030",No. PD-6018 of November 6, 2020 "Decrees of
Uzbekistan on measures to develop the fields of
education and science in the era of new development,
Decision No. PD-4860 dated October 13, 2020 "On
measures to further improve the education system for
children with special educational needs", Resolution
PD No.638 of the Cabinet of Ministers of the Republic
of Uzbekistan dated October 12, 2021 "On approval of
normative legal documents regarding education of
children with special educational needs", Decree of the
President of the Republic of Uzbekistan dated January
28, 2022 No. PD-60 "On the development strategy of
the new Uzbekistan for 2022-226" and in other
regulatory legal documents related to this activity.
A number of regulatory legal documents on the
introduction of the inclusive education system were
adopted.
In these documents, social support, education and
training of children with special needs, who are a part
of our society, so that they can take a place among
healthy children and show their abilities and potential,
measures aimed at spiritual maturity are defined.
In particular, in the decision of the President of the
Republic of Uzbekistan dated September 5, 2018 "On
measures to introduce new principles of management
into the public education system" No. PQ-3931 special
tasks for further increasing the efficiency of measures
ensuring their guarantees, creating an adaptation
environment that serves their education (including
inclusive education) have been noted.
Also, educational services provided to children with
special educational needs in the concept of
development of the public education system of the
Republic of Uzbekistan until 2030, approved by the
decree of the President of the Republic of Uzbekistan
No. PF-5712 dated April 29, 2019 to improve quality:
Volume 04 Issue 02-2024
135
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
133-138
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
development and approval of the requirements for
the buildings of educational institutions where
children with special educational needs receive
education;
-
implementation of measures aimed at providing
educational institutions where children with
special educational needs are educated with the
necessary
literature,
methodical
manuals,
equipment and supplies for training in various
professions;
-
organization of an inclusive education system for
teaching children with special educational needs,
special devices (lifting devices, handrails, etc.), as
well as relevant personnel (special pedagogue,
children's
psycho-pedagogical
monitoring
specialist);
-
carrying out explanatory work among the public
about the right to education of children with
special educational needs, the essence of inclusive
education;
-
optimization of educational institutions for
children with special educational needs based on
the physical and mental needs of students and the
geographical location of educational institutions;
-
gradually providing internet schools with special
equipment for adaptation and integration of
children with special educational needs;
-
tasks such as implementation of measures aimed
at ensuring the right to inclusive education of every
child with special educational needs are defined.
The provision of comprehensive support by
educational institutions to children with special
educational needs and their parents in receiving
correctional pedagogical support and vocational
guidance is approved by Cabinet of Ministers
Resolution No. 638 dated October 12, 2021 "General
"On the procedure for organizing inclusive education
in secondary education organizations" is specified in
the Regulation.
Unified, inclusive education is an urgent problem of
human rights. Many children are still in favor of their
parents' education in special boarding schools, where
they believe that there are favorable conditions for the
child. But adults with disabilities, describing
themselves as having experienced the conditions of
inclusive education, demand the abolition of separate
education. Because after leaving a comfortable,
privileged environment, where everything is ready, the
struggle to adapt and find one's place will last for many
years. Ensuring the equal rights of every child in
education, the concept of inclusive education, which
serves
to
prevent
any
discrimination
and
discrimination, is one of the long-awaited innovations.
With this in mind, it is currently seen at the level of a
unified inclusive state policy. For the process of
transition to integrated education, the following is
required:
-
change of attitudes towards children with special
educational needs;
-
the family's readiness for this;
-
creation
of
conditions
that
ensure
the
rehabilitation of children at the primary stage by
reducing the time of children's education in special
school education;
-
provision of special school education with qualified
specialists, provision of necessary equipment for
quality and speedy implementation of correction
and rehabilitation process;
-
to achieve special school education and family
cooperation, to make the family active in the
rehabilitation process.
Volume 04 Issue 02-2024
136
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
133-138
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Guarantees of children's right to education are
provided in the Constitution of the Republic of
Uzbekistan, "On the Rights of the Child", "On
Education", "On Social and Medical Assistance" of the
Republic of Uzbekistan. on" laws.
Pedagogical correction of disabled children, laws "On
social protection of disabled people in the Republic of
Uzbekistan" were approved.
The stage of integration in the Republic of Uzbekistan
had 3 forms
1. Full integration.
2. Small integration.
3. Preventive integration.
Currently, the development of inclusive education in
our country is aimed at solving the following tasks:
- development of regulatory-legal, economic, scientific-
methodological support.
- improvement of early intervention programs for
successful implementation of inclusive education
services.
- regulating issues of training, retraining and
professional development of pedagogic personnel.
By revealing the specific features of teaching children
with special educational needs in a general educational
institution, we will learn its essence through the
concept of "learning". Therefore, N. Volkova defines
education as a process of interaction between the
teacher and the student, as a result of which the
student acquires knowledge, acquires skills and
competencies. Nowadays, it is necessary to revise the
concepts of "learning" and "teaching", especially in the
context of inclusive education.
Of course, inclusive education of children with special
educational needs is carried out according to an
individual curriculum provided with medical-social and
psychological-pedagogical support (A. Kolupaeva),
which shows that it is a flexible, individual educational
process. shows. According to the concept of
development of inclusive education, inclusive
education is the organization of the education of
children with special educational needs in general
educational institutions based on the use of
individually oriented teaching methods. the complex
process of ensuring equal access to quality education.
Taking into account the above interpretations,
inclusive education is a specially organized and
controlled educational process of interaction between
teachers and students in a general educational
institution, as a result of which all students have a
personal education. They came to the conclusion that
the needs of the people will be met.
In addition, special conditions for the provision of
educational services for inclusive education to small
school students who need special education in a
general education institution, that is, a primary
education teacher an inclusive environment for
professional activity is envisaged.
We revealed the terminological essence of the concept
of "inclusive environment of a general educational
institution" in the previous section. We note that we
understand it as follows: 1) a set of pedagogical,
psychological, social conditions that help such children
to learn, educate and develop effectively and at the
same time do not hinder the education of other
Volume 04 Issue 02-2024
137
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
133-138
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
schoolchildren ; 2) integrate the design of the school
environment, which includes the school and
surrounding areas, so that students can move safely
during lessons and dynamic breaks; 3) to provide a
positive emotional environment and change the
attitude of the pedagogical team to persons with
special educational needs and their parents; 4)
organization of joint work and mutual assistance of
students; 5) adapting and changing educational
programs and plans, educational methods and forms,
etc.
Many scientists pay attention to the fact that the
principles of traditional education do not correspond
to the requirements of inclusive education and the
development of cognitive abilities of each participant
of the inclusive education process.
In the modern interpretation, "social assistance" is a
system of social measures in the form of assistance,
support and services provided to people to overcome
or alleviate life difficulties, maintain their social status
and full-fledged life, adapt to society. .
In an inclusive environment, primary school teachers
interpret socio-pedagogical assistance to junior
schoolchildren as providing a set of socio-pedagogical
actions aimed at solving problems of a socio-
pedagogical nature, in particular:
-
creation of such cooperation, in which the
educational process becomes a single functional
system aimed at organizing mutual assistance and
mutual understanding, which includes meeting the
educational needs and interests of all subjects of
interaction;
-
the formation of new motives that create a state of
identification with other subjects of the interaction
of the educational process or a change in the
motivational power of existing motives, attitudes
and values;
-
organization of communication aimed not only at
the communicative cognitive process, but also at
providing a comfortable emotional environment in
the classroom, at the development of verbal and
non-verbal behavior in an inclusive environment;
-
to ensure a favorable character in the system of
subject-subject relations, conditions for their
socialization in order to positively develop the
personality
It is clear that future primary school teachers need to
improve their professional skills for this, so they should
master it at a high level during their studies at a higher
education institution, be prepared and ready. not
provided for in functional tasks, but due to inclusive
education, it is able to carry out large-scale socio-
pedagogical activities.
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Volume 04 Issue 02-2024
138
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
133-138
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
4.
O‘zbekiston
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