International Journal of Pedagogics
155
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
155-158
10.37547/ijp/Volume05Issue03-43
The importance of ecological education for students of
specialized schools and ways of implementing it
Parida Polatova
Professor of the Department of Oligophrenopedagogy, Faculty of Special Pedagogy and Inclusive Education, Tashkent State Pedagogical
University named after Nizami, Uzbekistan
Received:
28 January 2025;
Accepted:
27 February 2025;
Published:
25 March 2025
Abstract:
The article highlights the relevance, importance, and important aspects of implementing ecological
education for children with intellectual disabilities in a specialized school. The corrective role of ecological
education in schools for children with intellectual disabilities and the importance of interdisciplinary connections
in its implementation are shown.
Keywords:
Specialized school, ecological, consciousness, correctional education, interdisciplinary connection,
kindness towards nature, flora and fauna, thrift, nature conservation.
Introduction:
The main goal of environmental
education is to raise our spirituality and preserve the
nature and natural resources inherent in our values, to
use them economically, to develop knowledge about
nature protection, and to ensure that children with
limited opportunities, who need special assistance,
participate in environmental activities, respect for the
environment, and take responsibility for maintaining
their own health are urgent issues of environmental
education.
The Constitution of the Republic of Uzbekistan
stipulates that it is necessary to preserve and protect
nature, and that its natural resources are economically
and rationally used, and that they are under state
protection. [1]
All schoolchildren, including students of special
schools, should fully understand the essence, content
and objectives of the Law of the Republic of Uzbekistan
“On Nature Protection” [6], which is a program for
scientific management of environmental protection
work and practical activities in this area, and they
should also contribute to ensuring the implementation
of this law.
A rational approach to nature is an inexhaustible source
of knowledge, health, peace, pleasure, and spiritual
wealth, which provides people with a constant supply
of material resources for their economic activities.
Taking care of nature and preserving it in its natural
state should become the life task of every civilized
person today.
Along with their healthy peers, children with special
needs should also have environmental knowledge
about the economical use of natural resources and
their non-harm, preservation, and reproduction.
The main principle of ecological education of students
with special needs is the popularization of knowledge
about natural resources and their rational use in the
formation of environmental awareness and ecological
culture.
The law pays special attention to the development of
the practical activities of each student. Undoubtedly, it
also applies to students who are members of our
society, receiving education in specialized schools,
boarding schools, and orphanages.
In this regard, the works of our encyclopedic scholars
(Abu Ali ibn Sina, Farobi, Beruni, Yusuf Khos Khajib)
emphasize the importance of educating a child from a
young age in the spirit of love and affection for nature.
[2]
The main goal of environmental education in a
specialized auxiliary school for students with special
educational needs is to instill in students a love for
nature, to green their school, neighborhood,
environment, city and village streets, to protect the
flora and fauna, to form a person who loves the
Motherland, who feels civic responsibility towards
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
animate and inanimate nature and society, and who
has the skills of independent and critical thinking. These
are the main tasks of corrective environmental
education. [3]
Children with intellectual disabilities who need special
care may sometimes disrupt the ecological stability,
stability and natural laws of nature, and sometimes
cause harm to nature (breaking trees, tearing flowers,
harming animals, wasting food and water, not
following hygiene rules, etc.) due to their lack of
environmental knowledge and inability to foresee the
future consequences of disrupting nature.
The corrective educational goal of providing ecological
education to students of specialized auxiliary schools is
to educate students with limited opportunities to use
nature consciously throughout their lives, to provide
psychological, moral, and pedagogical support to our
people, who respect and care for nature, show
compassion, and use its good traditions and natural
resources economically without wasting them, to instill
in students a love for nature and its diverse resources,
to increase its natural resources, and to encourage,
interest, and enthusiasm for creating gardens and
flower beds. In the implementation of ecological
education for students with intellectual disabilities in
need of special assistance in a specialized school, the
following corrective educational and educational tasks
are systematically and consistently implemented in
stages:
- initially, the ecological knowledge acquired in the
family is studied and systematized;
- the formation of the foundations of corrective
ecological education and upbringing, a certain level of
correct attitude to animate and inanimate nature. -
teaching students of specialized auxiliary schools to
acquire knowledge, skills and qualifications related to
nature protection, economical use of natural resources
and their careful preservation;
- the formation of basic ecological skills for mental,
moral, spiritual, physical development, labor and
vocational education, etc. The educational goal of
providing ecological education to students of
specialized auxiliary schools is to form high spiritual and
moral qualities in students in need of special assistance
in the process of implementing ecological education,
based on the content of the subject, to form a correct
worldview, respect for adult labor, hard work, national
and universal human values, and a patriotic
personality.
The corrective-developing goal of ecological education
and upbringing in students of specialized auxiliary
schools is to develop in students in need of special
assistance the correct attitude towards animate and
inanimate nature, ecological awareness, thinking,
spiritual and moral qualities, methods of acquiring
knowledge, practical, labor, educational, independent
and creative thinking skills, speech and communication
culture, etc.
In order to implement environmental education in the
process of providing special correctional education to
mentally retarded students in a specialized auxiliary
school, it is necessary, first of all, to create the
necessary pedagogical conditions to increase the
effectiveness and improve this process.
The lesson is an important tool in forming the concept,
knowledge, and skills of environmental education in
students of specialized auxiliary schools. Because
mentally retarded students form their ecological
worldview about the environment and nature to a
certain extent only in the process of studying academic
subjects in a special school. Preparing students of
special schools for activities in society, social life, along
with their healthy peers, requires a greater sense of
responsibility towards nature and the creation of a
healthy environment. First of all, it requires the
development of environmental awareness in students
with limited opportunities who need special assistance
as much as possible, to the extent possible, on the basis
of environmental education. Ecological awareness is
implemented by providing them with knowledge, skills,
and qualifications in an interdependent manner. In this
regard, it is important to teach them to pay attention
to the beauty of the environment around them, to
observe nature, to acquire information about the laws
of cause and effect in nature, and to critically evaluate
their own actions. As a result of implementing these
measures, they will develop a love for nature, acquire
knowledge about morals and customs, and values.
They will acquire information about the consequences
of being careless about nature. They will develop a
desire to protect and preserve nature, and a sense of
responsibility will be formed. Excursions to nature are
of great importance in the implementation of
ecological education for students in need of special
assistance. During such excursions, they get acquainted
with various useful and interesting information on
ecology, nature conservation, and economy, and by
applying the theoretical knowledge they have gained in
practice, conscious concepts are formed and
strengthened, and showing with examples how much
damage is caused to nature due to negligence leaves a
deep impression on students, and this situation
remains in their memory for a long time.
Interdisciplinary connections are of great importance in
the implementation of ecological education in a
specialized school. In the process of teaching in a
specialized school, students should be explained the
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
importance of clean air, clean water, flora and fauna in
human life.
The following diagram shows that the methodological
foundations for the formation of understanding,
knowledge, and skills related to environmental
education in students of specialized auxiliary schools
when teaching them the subjects "Etiquette", "Native
Language", "Natural Sciences", "Geography", and other
academic subjects include the following content.
(Diagram 1)
Diagram 1
Methods for developing environmental awareness in students of specialized schools
for children with special needs
The formation of ecological-educational concepts in
specialized school students in the process of teaching
such subjects as "Education", "Reading", "Native
Language", "Natural History", "Geography" on the basis
of interdisciplinary connections is a multifaceted
process, which is solved by instilling in special school
students a rejection of consumerist attitudes towards
nature, care for nature, responsibility for the natural
and artificial environment in the growing younger
generation, and thrift.
The use of game activities related to ecology and
nature protection, showing short films, multimedia,
videos, etc. also plays an important role in developing
the environmental awareness of students with special
needs.
Works of art about nature and its beauty, colorful
pictures depicting beautiful nature, poems and stories
also awaken in students a sense of proper attitude
towards nature and a sense of beauty.
Observations have shown that methodological
recommendations and teaching aids for implementing
environmental education for students with special
needs in specialized schools have not been sufficiently
developed. This creates difficulties for teachers in
providing them with environmental education.
Currently, in most schools, providing knowledge in the
field of nature protection is considered the task of only
geography and natural science teachers. All subject
teachers should work together in this area. Sometimes,
however, nature protection is considered an
extracurricular activity. In our opinion, this is also
wrong.
CONCLUSION
In conclusion, it should be said that when improving
environmental
literacy
and
implementing
environmental education in children with special needs
with limited opportunities, it is necessary to adhere to
Methods
for
developing
ecological
knowledge,
skills
and
competencies
in specialized
school students
-to start ecological knowledge in students
from the family, and to systematize it when
they come to school;
-to teach students to feel the beauty of nature,
to form love for nature;
-to teach students to use natural resources
economically (save water, not pollute the
environment, observe hygiene.
–to equip mentally retarded students with
knowledge of the universal value-sacredness
of morality and ethics in relation to nature;
-to form a responsible attitude towards nature
and the environment in mentally retarded
students;
-to engage in game activities aimed at forming
ecological awareness
International Journal of Pedagogics
158
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
the following:
-to have knowledge of environmental education and
education, along with healthy peers;
-to follow the principle of moving from simple to
complex when implementing environmental education
and education for students of specialized schools;
-to take into account their age and individual
characteristics
when
providing
environmental
education and education to students of specialized
schools;
-to implement environmental education and education
for students of specialized schools systematically and
consistently;
- -to conduct interdisciplinary connections in providing
environmental education and education to students of
specialized schools;
-it is advisable to achieve family-school cooperation in
providing environmental education and education to
students of specialized schools.
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