International Journal of Pedagogics
64
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
64-67
10.37547/ijp/Volume05Issue02-19
The uniqueness of inclusive approach in preschool
educational institutions
Turgunov Nurmukhammad
Researcher at Namangan State University, Uzbekistan
Received:
09 December 2024;
Accepted:
11 January 2025;
Published:
13 February 2025
Abstract:
This article analyzes the unique characteristics, essence, and practical application of inclusive approach
in preschool educational institutions. It discusses the implementation of inclusive education principles tailored to
children’s individual needs, creating equal opportunities in the educational process, as well as enhancing the
qualifications of educators and developing necessary infrastructure. The article also examines the impact of
inclusive approach on children’s social adaptation, psychological and physical development, and the mechanisms
for effective collaboration with parents and the community. Additionally, the article provides recommendations
for the development of inclusive education in the preschool system.
Keywords:
Inclusive education, preschool education, pedagogical approach, equal opportunities, individual
needs, social adaptation, teacher qualifications, adapting the learning environment, child development,
collaboration with the community.
Introduction:
The education system of the Republic of
Uzbekistan is considered one of the priority areas of
state policy. In our country, large-scale reforms are
being carried out to develop the preschool education
system, aimed at nurturing healthy and well-rounded
individuals from the younger generation, as well as
introducing effective methods and forms in the
educational and upbringing processes. At the same
time, issues such as ensuring full coverage of children
with
preschool
education,
providing
modern
educational and methodological materials and artistic
literature, and attracting qualified pedagogical and
managerial personnel to the sector remain relevant.
The term "persons with disabilities" refers to
individuals who face limitations in physical, mental,
psychological, or emotional development, resulting in
certain difficulties in daily life and the need for social
assistance and protection [1]. Currently, it is more
appropriate to use the terms "persons with disabilities"
or "people with disabilities" instead of the term
"invalid."
Today, both in Uzbekistan and in many developed
countries around the world, the necessary conditions
have been created for the education and upbringing of
children with disabilities. Their rights are protected by
national legislation and international norms, including
the UN Convention on the Rights of Persons with
Disabilities [2]. Within the framework of this
Convention, the term "persons with disabilities" is used
instead of "invalid," as it more accurately reflects the
rights and interests of these individuals. The
development of inclusive education is of great
importance, and the experience of other countries in
this area is valuable. For example, in the United States,
children with disabilities receive support from
specialists such as neurologists, psychologists, speech
therapists,
special
education
teachers
(oligophrenopedagogues), or vision impairment
specialists (typhlopedagogues) from birth. These
specialists help children adapt to social life, prepare
them for preschool education, and create conditions
for successful learning in schools and higher
educational institutions. As a result, such children have
the opportunity to study in a regular school
environment without being separated from their
healthy peers. In order to improve the preschool
education system and expand opportunities for
children to receive quality education, the Decree of the
President of the Republic of Uzbekistan dated
International Journal of Pedagogics
65
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
September 30, 2018, "On Measures to Improve the
Management of the Preschool Education System" was
adopted [3]. Based on this decree, the concept of
developing the preschool education system of the
Republic of Uzbekistan until 2030 was developed,
which will contribute to the further development of the
sector.
The relevance of the inclusive approach in preschool
educational institutions
. Currently, the importance of
the inclusive approach in preschool educational
institutions is recognized as one of the key areas of
development in the global education system. The main
goal of this approach is to create equal conditions for
all children to receive education, including those with
various physical, mental, or social developmental
needs. Inclusive education is aimed at recognizing the
individuality of each child, fully revealing their personal
potential, and ensuring successful integration into
social life. The relevance of the inclusive approach is
primarily associated with changing public perceptions
of education and ensuring every individual's right to
quality education. Every child has the right to quality
education, and inclusive learning allows this right to be
practically realized. The experience of developed
countries shows that inclusive education is based on
the principles of social justice and equality, as well as
contributes to the elimination of discrimination among
children[4]. The preschool stage plays a key role in
shaping a child's personality. Therefore, the
introduction of the inclusive approach at this stage has
a significant impact on the social and emotional
development of children. Joint learning and play among
children with different levels of development
contribute to the formation of important social skills
such as mutual respect, tolerance, and cooperation.
Moreover, the inclusive approach is essential for the
effective organization of the educational process. This
approach requires teachers to have high qualifications,
flexible curricula, and the use of modern teaching
methods. The implementation of inclusive education in
Uzbekistan’s education system creates opportunities
for maximizing children's potential and nurturing them
as active and independent members of society.
Furthermore, inclusive education plays an important
role in strengthening social partnership systems and
family support. Effective collaboration between
parents, educators, and social service specialists helps
create a favorable and developmental environment for
children. As a result, inclusive education occupies an
important place in the comprehensive development of
children and prepares them for future social life.
Methods of using the inclusive approach in preschool
educational institutions
. Currently, the use of the
inclusive
approach
in
preschool
educational
institutions is one of the most important directions in
the educational system. The main task of this approach
is to create equal educational opportunities for all
children, including those with various developmental
needs. The main goal of inclusive education is to take
into account the individuality of each child, support
their social adaptation, development, and effectively
contribute to the learning process. This approach
requires special attention not only to the organization
of the educational process but also to the selection of
teaching methods, the improvement of teachers'
qualifications,
the
establishment
of
effective
cooperation with parents, and the creation of an
inclusive environment in educational institutions. The
basis of the inclusive approach methodology is the
individual approach. A thorough analysis of each child’s
level of development, abilities, and needs is carried out,
after which the educational programs are adapted
based on these characteristics. Differentiated teaching
methods are applied in this process, and educational
materials and tasks are prepared according to the
individual characteristics of the children. For example,
for children with developmental disabilities, visual,
auditory, and kinesthetic teaching methods are widely
used[5]. In addition, a multidisciplinary approach plays
an important role. This approach involves collaboration
with defectologists, speech therapists, psychologists,
and other specialists. Joint work allows for continuous
monitoring of the children's developmental process
and making adjustments to the educational process
when necessary. Teachers' participation in specialized
training courses on inclusive education contributes to
more effective application of the methodology[6].
Creating an inclusive environment is also one of the
important methodological directions. In educational
institutions, the creation of social and psychological
support helps children develop in an atmosphere of
mutual
respect
and
cooperation.
Play-based
technologies, team activities, and interactive methods
enhance interaction between children, contributing to
the development of their social skills. Effective
cooperation with parents is also an important part of
the inclusive education methodology. Parents, as active
participants in the educational process, make a
significant contribution to the development of children.
Through educational seminars, training sessions, and
consultation centers, parents have the opportunity to
expand their knowledge of pedagogical approaches
and child upbringing. Thus, the implementation of the
inclusive
approach
in
preschool
educational
institutions requires a multifaceted and systematic
approach. This approach creates an educational
environment adapted to the individual needs of
children, opening up broad opportunities for their
social, emotional, and intellectual development. At the
International Journal of Pedagogics
66
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
same time, strengthening cooperation between
teachers and parents and working with professional
specialists helps to improve the quality of inclusive
education.
Issues of inclusive education development
. In
Uzbekistan, the government pays special attention to
the development of inclusive education for children
with special educational needs, having approved a
number of important documents in this area. In
particular, the procedure for opening basic correctional
classes for children with special needs in general
education schools has been established. On October
13, 2020, the President of the Republic of Uzbekistan
adopted a resolution "On Measures for the Further
Improvement of the System of Education and
Upbringing of Children with Special Educational
Needs." A Concept for the Development of Inclusive
Education in the Public Education System for 2020-
2025 has been developed [7]. This concept defines
priority tasks for providing quality educational services
and improving the process of teaching and upbringing
children with special needs. The concept is planned to
be implemented in two stages, taking into account the
physical and mental needs of students, as well as the
geographical location of educational institutions. Based
on this, the number of specialized state educational
institutions, such as schools and boarding schools, will
be optimized. The main principle of inclusive education
is to ensure quality education for all children,
regardless of their abilities and conditions. While
special education is organized considering mental or
physical limitations, inclusive education adapts to the
capabilities and needs of each child. In this process,
educational programs are developed in individualized
and adapted forms. An important feature of inclusive
education is that teachers and students learn from each
other, developing cooperation through joint problem-
solving. In such an educational process, the role of the
family is extremely important. Parents play a key role in
strengthening self-confidence, developing skills and
abilities, and forming motivation for learning in
children with disabilities. Effective interaction with
parents in the process of inclusive education has a
positive impact on the social adaptation of children.
The concept of "inclusive education" mainly refers to
the joint education of children with disabilities and
healthy children. In accordance with the Presidential
Decree of the Republic of Uzbekistan dated April 29,
2019, No. PF-5712 "On the Approval of the Concept for
the Development of the Public Education System of the
Republic of Uzbekistan Until 2030", measures have
been defined for the development of inclusive
education and the improvement of the system of
teaching and upbringing children with special needs[8].
Based on this decree, pilot sites were created in five
regions of the republic: Tashkent, Khorezm,
Samarkand, Namangan, and Surkhandarya regions.
Many students were involved in these pilot schools.
The introduction of inclusive education has created
great opportunities for many families. Parents who
previously could not send their children to specialized
schools due to economic reasons now have the
opportunity to educate them in regular schools under
comfortable conditions. This has helped prevent many
children from dropping out of the educational process.
Inclusive education has a positive impact not only on
the academic but also on the educational process. A
child is primarily raised in the family and then finds
their place in society. Although the family plays an
important role in a child's life, society also provides
important life lessons. The support of the community
and society is significant in enhancing the social activity
of children. The main goal of inclusive education is the
integration of children with disabilities into society and
helping them find their place in life.
Focus on the inclusive approach in preschool
educational institutions
. In 2022-2023, UNICEF, with
financial support from the European Union, contributes
to the expansion of alternative models of preschool
education in at least 10 institutions in the Surkhandarya
region to ensure inclusive education in multiple
languages. Additionally, the Islamic Development Bank
(ISDB) will assist in developing 50 additional alternative
preschool educational institutions from 2023 to 2026.
Since 2018, UNICEF has invested about $2 million to
support early childhood education. As a result of these
investments, new legislative acts, national policies, and
strategic plans have been developed, as well as
mechanisms for data collection and quality control.
UNICEF has facilitated the revision of curricula, early
learning development standards, and teacher training
systems to improve the quality of education for young
children. The introduction of alternative models has
expanded access to educational services. In this
process, digital technologies designed for children,
parents, and educators have been widely used. As a
result, by the beginning of 2022, the government
provided quality preschool education to about 2 million
children aged 3 to 6 years. Today, the implementation
of didactic games in preschool educational institutions
is of great importance. Didactic games are one of the
most effective learning tools and play a key role in child
development. Through play, children learn, acquire
new knowledge and skills, which contributes to their
intellectual and social development. Didactic games
designed for children not only make the learning
process engaging but also serve as a primary means of
comprehensive child development. These games help
International Journal of Pedagogics
67
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
form social skills, develop the emotional sphere, and
deepen the understanding of the surrounding world.
Moreover, didactic games play an important role in
children's speech development. During gameplay,
children expand their vocabulary, learn to pronounce
sounds correctly, construct grammatically correct
sentences, and clearly express their thoughts.
CONCLUSION
The peculiarity of the inclusive approach in preschool
educational institutions lies in creating equal
opportunities, taking into account the individuality and
developmental needs of each child. Inclusive education
aims to create a comfortable, supportive, and adaptive
learning environment not only for children with
developmental difficulties but for all children. This
approach requires adapting the pedagogical process,
using various teaching methods, teamwork with
specialized professionals, and close cooperation with
parents. Additionally, creating an inclusive educational
environment opens opportunities for the development
of social skills in children, strengthening self-
confidence, and active participation in society. The
effective implementation of the inclusive approach in
Uzbekistan's education system will create conditions
for quality learning and sustainable development in
preschool educational institutions.
REFERENCES
Pulatova D. et al. Inklyuziv ta’limning terminologik
asoslari //Бюллетень студентов нового Узбекистана.
–
2023.
–
Т. 1. –
№. 5. –
С. 60
-62.
Prezidentining O. R. Maktabgacha va maktab ta’limi
vazirligi hamda uning tizimdagi tashkilotlar faoliyatini
samarali tashkil etish chora-
tadbirlari to ‘g ‘risida //PF
-
79 Farmoni.
Dilshod E., Javohir S. MAKTABGACHA TA’LIM TIZIMIDA
INKYUZIV TA’LIMNI RIVOJLANTIRISH UCHUN SHART
-
SHAROITLARNI
YARATISH
//Ta'limda
raqamli
texnologiyalarni
tadbiq
etishning
zamonaviy
tendensiyalari va rivojlanish omillari.
–
2024.
–
Т. 29. –
№. 1. –
С. 154
-158.
Hamrayeva D. R. INKLYUZIV TA’LIM NAZARIYASIDA
IJTIMOIY YONDASHUV MODELI //Educational Research
in Universal Sciences.
–
2023.
–
Т. 2. –
№. 17. –
С. 84
-
87.
Sanaqulova G., Kush
anova D. INKLYUZIV TA’LIMNI
RIVOJLANTIRISH //FAN, TA'LIM VA AMALIYOTNING
INTEGRASIYASI.
–
2023.
–
С. 431
-435.
Pulatova D. et al. Inklyuziv ta’limning terminologik
asoslari //Бюллетень студентов нового Узбекистана.
–
2023.
–
Т. 1. –
№. 5. –
С. 60
-62.
Prezidentining O. R. Nogironligi bo ‘lgan shaxslarni
davlat tomonidan qo‘llab
-quvvatlash tizimini tubdan
takomillashtirish chora-
tadbirlari to ‘g ‘risida” gi
Farmoni //Toshkent sh.
–
2017.
Shohbozbek E. RENEWAL OF THE SOCIAL SPHERE AND
STABLE SOCIETY SYSTEM IN THE PROCESS OF REFORMS
//American Journal Of Social Sciences And Humanity
Research.
–
2024.
–
Т. 4. –
№. 09. –
С. 16
-20.
