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FEATURES OF THE INCLUSIVE EDUCATION MODEL IN THE NEW
UZBEKISTAN
Gulmira Tulenova
Doctor of philosophy, professor at the Tashkent university of information
technologies named after Muhammad al-Khorezmi
Tashkent, Amir Temur st.108 A
Аbstract:
This article focuses on the fact that the political, economic, social and
cultural changes taking place in New Uzbekistan necessitate rethinking the usual
views and attitudes towards the problem of people with disabilities. The article argues
that the problem of socialization of a person with disabilities is not only one of the
important humanitarian problems of our time, but is also of a general humanitarian
nature, and therefore it cannot be considered as purely practical or economic. It is
shown that today disability is not a problem of one person, but of the entire society as
a whole. That is why its solution is one of the priority areas of the state’s social
policy. In the author's opinion, special attention when studying the problems of
people with disabilities should be directed to the analysis of the ongoing legal and
actual regulation of various aspects of the protection of the rights of people with
disabilities. The article analyzes regulatory documents on the protection of the rights
of people with disabilities in Uzbekistan, and pays special attention to state policy in
the field of inclusive education.
Key words:
disability, inclusion, inclusive education, protection of rights, social
guarantees, social policy.
ОСОБЕННОСТИ МОДЕЛИ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В
НОВОМ УЗБЕКИСТАНЕ
Гулмира Туленова
доктор философских наук, профессор Ташкентского университета
информационных технологий имени Мухаммада ал-Хорезми
ул.Амира Тимура, 108 А
Аннотация:
В настоящей статье сделан акцент на то, что происходящие в
Новом Узбекистане политические, экономические, социальные и культурные
изменения вызывают необходимость переосмысления привычных взглядов и
установок на проблему инвалидов. В статье утверждается, что проблема
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социализации человека с ограниченными возможностями является не только
одной из важных гуманитарных проблем нашего времени, но и носит
общегуманитарный характер, и потому её нельзя рассматривать как чисто
практическую или экономическую. Показано, что сегодня иинвалидность —
это проблема не одного человека, а всего общества в целом. Именно поэтому ее
решение является одним из приоритетных направлений социальной политики
государства. Отдельное внимание, при изучении проблем инвалидов, по
мнению автора, должно быть направлено на анализ осуществляющегося
правового и фактического регулирования различных аспектов защиты прав
инвалидов. В статье проведен анализ нормативно-правовых документов по
защите прав инвалидов в Узбекистане, отдельное внимание обращено на
государственную политику в области инклюзивного образования.
Ключевые слова:
инвалидность, инклюзия, инклюзивное образование,
защита прав, социальные гарантии, социальная политика.
YANGI O‘ZBEKISTONDA INKLYUZIV TA’LIM MODELINING
XUSUSIYATLARI
Gulmira Tulenova
falsafa fanlari doktori, Muhammad al-Xorazmiy nomidagi
Axborot texnologiyalari universiteti professori
Amir Temur ko‘chasi, 108 A
Annotatsiya:
Ushbu maqola Yangi O‘zbekistonda ro‘y berayotgan siyosiy,
iqtisodiy, ijtimoiy va madaniy o‘zgarishlar nogironlar muammosiga nisbatan odatiy
qarash va munosabatlarni qayta ko‘rib chiqish zarurligiga urg’u berilgan.
Maqolada nogironlarni jamiyat hayotiga ijtimoiylashuvi muammosi nafaqat
hozirgi zamonning muhim gumanitar muammolaridan biri bo‘lib hisoblanadi, balki u
umumgumanitar xarakterda bo‘lib uni sof amaliy yoki iqtisodiy deb hisoblash
mumkin emas. Maqolada bugungi kunda nogironlik bir kishining emas, balki butun
jamiyatning muammosi ekanligi ko'rsatilgan. Shuning uchun ham uni hal etish davlat
ijtimoiy siyosatining ustuvor yo‘nalishlaridan biridir.
Muallifning fikriga ko'ra, nogironlar muammolarini o'rganishda ularlar
huquqlarini himoya qilishning va tartibga solish tahliliga alohida e'tibor qaratish
lozim. Maqolada O‘zbekistonda nogironlar huquqlarini himoya qilishga doir
me’yoriy hujjatlar tahlil qilinib, inklyuziv ta’lim sohasidagi davlat siyosatiga alohida
e’tibor qaratilgan.
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Kalit so‘zlar:
nogironlik, inklyuziya, inklyuziv ta’lim, huquqlar ximoyasi,
ijtimoiy kafolat, ijtimoiy siyosat.
INTRODUCTION
As you know, one of the priority areas of state policy in the country is the
implementation of the principle “In the name of the honor and dignity of man.” In
New Uzbekistan, special attention is paid to supporting the needy segments of the
population, including persons with disabilities, protecting and ensuring their rights,
freedoms and legitimate interests, radically improving the state of affairs in the field
of preventing discrimination on the basis of disability, early detection and prevention,
providing medical and social assistance to persons with disabilities, their vocational
training and employment.
The modern state is obliged to provide social guarantees of support to those
people who most need it, primarily the disabled. Help in difficult life situations is one
of the basic principles of modern society, which in earlier historical periods had a
traditional, communal, personalized character. The regulatory documents of modern
society place emphasis not only on providing assistance, but, above all, on creating
conditions for more active integration of persons with disabilities into society.
REGULATORY DOCUMENTS FOR THE PROTECTION OF THE
RIGHTS OF PERSONS WITH DISABILITIES IN UZBEKISTAN
The Constitution of the Republic of Uzbekistan establishes that all citizens of
the Republic of Uzbekistan have the same rights and freedoms and are equal before
the law without distinction of gender, race, nationality, language, religion, social
origin, beliefs, personal and social status. Today, the protection of the rights,
freedoms and legitimate interests of persons with disabilities in Uzbekistan is ensured
by more than 200 legal acts. Particular attention is paid to the implementation of
generally recognized international norms and standards in this area into national
legislation.
For example, in recent years, on the initiative of the President of the Republic of
Uzbekistan Sh. Mirziyoyev, the International Convention on the Rights of Persons
with Disabilities (CRPD) has been ratified. It proclaims the rights and fundamental
freedoms of people with disabilities, in particular their rights to residence,
citizenship, legal protection, education, health, work on an equal basis with others,
participation in political, social, cultural life, leisure, recreation and sports, creating
the necessary conditions for life support for them and their families, and receiving
social protection. Guarantees for ensuring these rights are also defined. The
Convention on the Rights of Persons with Disabilities consists of 50 articles and was
adopted based on an analysis of the situation of persons with disabilities in the world.
The World Health Organization estimates that 15 percent of the world's population is
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made up of people with disabilities, a number that has now reached 1 billion. It is
also important that the Convention was adopted on the basis of an in-depth analysis
of the situation of persons with disabilities.
In addition, Uzbekistan joined the Incheon Strategy to ensure real rights of
persons with disabilities in the Asia-Pacific region; the Law of the Republic of
Uzbekistan “On Social Services for the Elderly, Persons with Disabilities and Other
Socially Vulnerable Categories of the Population” (December 26, 2016), and the Law
of the Republic of Uzbekistan “On the Rights of Persons with Disabilities” (October
15, 2020) were developed and adopted.
These laws enshrine basic principles aimed, first of all, at regulating relations in
the field of ensuring the rights of persons with disabilities, ensuring the rights of
persons with disabilities, contained in international treaties in the field of human
rights. These principles are: respect for the dignity of persons with disabilities, their
independence, freedom of choice; non-discrimination on the basis of disability;
equality of opportunity in the implementation of human rights and freedoms; respect
for the developing abilities of children with disabilities and their right to maintain
their individuality; accessibility of facilities and services; involvement of persons
with disabilities in the life of society and the state.
It is necessary to emphasize the importance of the provisions of the Law “On the
Rights of Persons with Disabilities” on the recognition of a citizen as a person with a
disability, rehabilitation and habilitation of persons with disabilities and the
protection of the health of persons with disabilities, and social assistance to persons
with disabilities, which describe in detail the procedure for ensuring the rights of
persons with disabilities the educational environment (UNESCO, 2017). One of the
key ideas of this approach is to ensure that all children attend school in the public
school closest to their place of residence.
Currently, the formation of policy regarding children with disabilities in the field
of education, as in other areas, is carried out in the context of a social approach,
which has replaced the medical model of disability. Within the framework of the
social approach, the problem of persons with disabilities is considered in terms of the
relationship between the individual and elements of the social system, focusing on
discrimination and exclusion. As a result, a person with developmental disabilities
and the success of his social adaptation are influenced by underestimation of his
capabilities, stereotypes and prejudices, separate education, difficulties in perceiving
information, inaccessible living environment, inaccessible transport, discrimination in
employment, and other barriers.
According to the social approach, a person with disabilities should be an equal
participant in social relations, to whom society should provide equal rights, equal
opportunities, equal responsibility and free choice, taking into account his special
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needs. This fully concerns providing conditions for children with disabilities to
receive education on equal terms with their typically developing peers.
With the gradual introduction of the social approach, the issue of determining
the legal status of children with disabilities in the general education system has
become urgent.
A significant influence on the formation of legislation in the field of education,
including inclusive education of persons with disabilities, was exerted by
International legal acts adopted by the General Assembly of the United Nations in
different years, such as: Declaration on the Rights of Persons with Disabilities,
adopted by resolution 3447 (XXX) of the United Nations General Assembly on
December 9, 1975; Standard Rules on the Equalization of Opportunities for Persons
with Disabilities, adopted by the United Nations General Assembly on December 20,
1993; Salamanca Declaration of Principles, Policies and Practices in the Field of
Special Needs Education and the Framework for Action on Special Needs Education
adopted by the World Conference on Special Needs Education: Access and Quality
(Salamanca, Spain, 7-10.06.1994); Convention on the Rights of Persons with
Disabilities, adopted by United Nations General Assembly resolution 61/106 of
12/13/2006.
The social model of disability enshrined in the Convention on the Rights of
Persons with Disabilities, which substantiates the possibility and necessity of
inclusion, is based on the ideas of the autonomy of the individual, his or her
unconditional acceptance in society, providing people with disabilities with full
opportunities to participate in public activities, and strengthening their social
connections.
At the same time, society must eliminate those physical and social barriers that
prevent the full inclusion of disabled people in all social processes. The
implementation of the social model of inclusion in educational practice assumes that
it is inclusion that can lead to the recognition of the need to create conditions for
satisfying the special educational and personal needs of disabled people, a system of
their support. For example, according to the provisions of the UN Convention on the
Rights of Persons with Disabilities, the right to inclusive education is subject to
gradual implementation. The Convention provides that “each State Party undertakes
to take steps, to the maximum of its available resources, with a view to achieving
progressively the full realization” of social, economic and cultural rights. These
measures need to be aimed at building an inclusive education system that includes
accessibility, support, teacher education and awareness raising.
States parties to the Convention must adopt a strategy that not only reviews
budgetary allocations but also includes planning for the achievement of inclusive
education and monitoring progress towards the full realization of the right to
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inclusive education. According to Article 24 of the UN Convention on the Rights of
Persons with Disabilities, states that ratify the convention undertake to ensure that
persons with disabilities have equal access to primary inclusive education, which is
quality and free, as well as to general education in the communities where they live.
FEATURES OF THE INCLUSIVE EDUCATION MODEL
The inclusive education model differs from the traditional one in that it involves
the adaptation of the education system to the individual needs and capabilities of the
child, and not only the normative requirements for the child’s level of development to
determine his or her readiness for education in the general education system. This
principle is stated in the Salamanca Declaration (Salamanca Declaration, 1994, p. 21,
para. 28).
Improving the inclusive education system in Uzbekistan is one of the important
areas of state policy; a number of positive changes are being implemented in this
area. In particular, the Decree of the President of the Republic of Uzbekistan No.
4860 “On measures to further improve the system of education and upbringing of
children with special educational needs” became the legal basis for the actions
planned in this direction.
This Resolution approved the Concept for the Development of Inclusive
Education in the Public Education System, as well as target indicators for the
development of education for children with special educational needs. This Concept
was developed for the purpose of organizing a system of inclusive education,
guaranteeing and ensuring the right to education for children with special educational
needs.
It should be noted that the goal of developing an inclusive education system is to
ensure equal opportunities for education and create the conditions necessary to
achieve success in education for all children, regardless of their individual
characteristics, previous educational achievements, language, culture, and the social
and economic status of their parents. The achievement of this goal is aimed at solving
one of the priority tasks - the modernization of educational institutions as instruments
of social development, including through the creation of an educational environment
that ensures the availability of quality education and the successful socialization of
persons with disabilities.
In connection with the regulatory consolidation of inclusive education,
opportunities for education in general education organizations for children with
disabilities are expanding. For the high-quality organization of inclusive education,
legislation defines obligations to create special conditions for obtaining education for
students with disabilities in each general education organization. Thus, the
introduction of inclusive education is currently one of the main directions of
development of the education system at all levels.
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CONCLUSIONS
Today, the country is systematically implementing the Development Strategy of
the New Uzbekistan in 2022-2026, which also defines and addresses specific target
tasks to ensure:
• equal access to education and vocational training at all levels for persons with
disabilities, improving the conditions of educational institutions that take into account
the interests of children with disabilities, a safe and effective learning environment
for all;
• sustainable and productive employment and decent work for all women and
men, including young people and persons with disabilities, and equal pay for work of
equal value;
• promoting the active participation of all people in social, economic and
political life, regardless of disability;
• formation of an effective system of support for persons with disabilities,
improving their quality and standard of living, including by improving the system of
inclusive education and employment of persons with disabilities, ensuring their
involvement and active participation in the socio-economic life of society, as well as
a gradual transition to a social model of determining disability, etc.
In order to strengthen the institutional basis of state social support for persons
with disabilities, introduce new approaches to the implementation of modern
mechanisms of social protection and medical and social assistance, the Agency for
the Development of Medical and Social Services, the Interdepartmental Council for
Persons with Disabilities, and the Fund for Support of Persons with Disabilities under
the Ministry of Health were created. A system of the Unified Electronic Automated
Register of the Elderly, Persons with Disabilities and Other Socially Vulnerable
Groups of the Population has been created.
In addition, within the framework of the implementation of the Sustainable
Development Goals of the UN Global Agenda until 2030, the Republic has developed
and is implementing National Goals and Objectives in the field of sustainable
development for the period until 2030, which indicate further goals and objectives
related to the rights of persons with disabilities.
Thus, it can be concluded that the state, by ensuring social security for disabled
people, creates the necessary conditions for their individual development, the
realization of creative and productive opportunities and abilities by taking into
account the needs of disabled people in the relevant state programs, as well as the
provision of social assistance in the forms stipulated by law in order to eliminate
obstacles to the exercise by persons with disabilities of their rights to health
protection, work, education and vocational training, housing and other socio-
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economic rights, which in turn contributes to their more active involvement in
society.
References:
1Constitution of the Republic of Uzbekistan. - Tashkent: Uzbekistan, 2023.
2.
International Convention on the Rights of Persons with Disabilities
. -
https://www.un.org/ru
3.Закон Республики Узбекистан «О социальных услугах для престарелых,
лиц с инвалидностью и других социально уязвимых категорий населения» (
26
декабря 2016 г.
) //lex.uz
4.Закон Республики Узбекистан «О правах лиц с инвалидностью» (
15
октября 2020 г.
) .//lex.uz
5. Стратегия развития Нового Узбекистана в 2022-2026 гг.//lex.uz
