INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
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INCLUSIVE EDUCATION IN PRIMARY SCHOOLS: CONCEPT,
PROBLEMS AND SOLUTIONS
Makhmudova Mubarak Azatova
Student at Nukus State Pedagogical Institute named after Ajinyoz
Abstract:
This article examines the theoretical foundations of organizing inclusive education in
primary schools, practical problems and ways to overcome them. It discusses pedagogical
approaches, psychological preparation, the role of family and society in inclusive education. It
also analyzes international experience and highlights the prospects for inclusive education in
Uzbekistan.
Keywords:
inclusive education, primary school, child with disabilities, pedagogical approach,
adapted environment, international experience.
Inclusive education is one of the current trends aimed at creating equal opportunities in modern
society. Every child, regardless of his physical or mental condition, has the right to a full-
fledged education. The primary education stage is the most important stage of this process. This
is because the child first enters the school environment, begins to find his place in society, and
is oriented towards acquiring knowledge. If there is the right approach at this stage, the child
will also achieve success in the subsequent stages. An inclusive approach implements these
very principles of equality and inclusion.
Many teachers and parents associate inclusive education only with children with disabilities.
However, in fact, this concept is much broader. Inclusive education is the study of children
from different social backgrounds, ethnicities, languages, cultures, physical or mental
disabilities, or those with special needs in a common classroom. Through this approach, each
child develops based on their individual needs, which in turn takes the pedagogical skills of the
teacher to a new level.
Our country has made some progress in the field of inclusive education. In particular, the Law
“On the Rights of Persons with Disabilities” adopted in 2020, reforms being introduced into the
education system, and new projects play an important role in this regard. However, there are
still problems in this area in some areas. In some regions, schools lack physical adaptation
facilities, and most teachers are not qualified to teach inclusive classes. This limits the right of
our children to receive equal and quality education.
A teacher must be versatile in working in an inclusive environment: he or she must be able to
approach each child individually as a psychologist, methodologist, friend, and leader.
Understanding the different needs of students, adapting them to an inclusive environment, and
fostering feelings of tolerance and empathy in other students are among the main tasks of a
teacher.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
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791
Taking into account the principles of inclusiveness in the pedagogical process requires that
amenities be created for all students in the classroom. This includes the organizational structure
of the classroom, textbooks, additional materials, teacher's speech and methodology. In primary
education, it is especially necessary to work on the basis of an individual approach. Because
children of this age are very different in terms of their emotions, attention, behavior and speech.
Therefore, the teacher must listen to each child and penetrate his inner world.
For inclusive education to work effectively, cooperation with parents is also important. A
child's academic success depends not only on the teacher, but also on the family environment,
the parents' attitude and support towards the child. In inclusive education, parents participate as
active members of the pedagogical team. They provide accurate information about the
capabilities, needs and situation of their child, and help the teacher with advice. This allows for
a more effective individual approach to be developed for each child.
It is worth noting that inclusive education is closely related to changing culture, values, and
consciousness not only within the school system, but also in society as a whole. Inclusive
education will not be fully effective until love, attention, and respect for children with
disabilities are formed in society. Therefore, the media, social networks, and the public should
also actively approach this issue. A child who grows up in this environment will fully feel his
place in society and be able to fully demonstrate his capabilities.
Another important aspect of inclusive education is communication. Through communication
with each other, children from different social groups acquire new knowledge, cultural aspects,
and learn tolerance. This is beneficial for the entire society. The earlier children are accustomed
to living in an equal environment with different people, the more socially adaptable, tolerant,
and aware they will become as adults.
Pedagogical universities should introduce new methodologies aimed at inclusive education and
prepare students for this area. The inclusive environment can be further enriched by using new
teaching methods, interactive approaches, visual aids, ICT tools, and creating special resource
centers. At the same time, exchange of experiences, international cooperation, and study of
foreign experiences will also be of great help in this regard.
For the effective implementation of inclusive education, first of all, a clear strategic plan and
financial support from the state are necessary. Each general secondary school should be
equipped with a resource room, special educational materials, a psychologist, a speech therapist
and a defectologist. The presence of this infrastructure ensures an educational environment that
is flexible to the needs of students.
On this basis, through inclusive education, every child can fully realize their potential, gain
self-confidence, and become an active participant in society. This is one of the important values
for the future of Uzbekistan.
References:
1. Resolution of the President of the Republic of Uzbekistan No. PQ-5052 dated April 6, 2021
"On additional measures to improve the system of support for persons with disabilities."
2. Law of the Republic of Uzbekistan "On the Rights of Persons with Disabilities", June 15,
2020.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
792
3. "Primary Education Methodology" - Karimova R., Tashkent, 2020.
4. G'aniyeva MT, “Fundamentals of Special Pedagogy”, Tashkent: Teacher, 2019.
5. UNESCO. (2017). A guide for ensuring inclusion and equity in education.
6. Booth, T., & Ainscow, M. (2011). Index for Inclusion: Developing learning and
participation in schools. Bristol: Center for Studies on Inclusive Education.
7. Akhmedova DA “Theoretical foundations of an inclusive approach in education”,
Proceedings of the Republican Scientific and Practical Conference, 2021.
8. Ibragimova GR “The role of inclusive education in the development of human capital”,
Journal of Scientific Research, 2022, No. 3.
9. Ministry of Public Education of the Republic of Uzbekistan (2022). “Methodological
recommendations for organizing inclusive education in general education schools.”
10. Vygotsky, LS (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
