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THE ESSENCE OF INCLUSIVE EDUCATION AND UPBRINGING
Amangeldiyeva Adolat Ravshanbek qizi
Urganch davlat universiteti “Boshlang‘ich ta’lim metodikasi” kafedrasi o‘qituvchisi
adolatxonamangeldiyeva5@gmail.com
Abstract.
This article comments on the concepts of inclusive education and an
inclusive education environment. There has been talk about the importance of
inclusive education in the lives of children with special needs.
Keywords:
inclusive education, inclusive education and education, harmony,
unite, educational institutions, need.
Inclusive education is an opportunity for educational organizations to provide
education to all children. This education is based on understanding as a fundamental
human right. Psychologist L.Vigotsky (1896-1934) was the founder of the idea of
inclusive education, through his theory of social constructivism, children receive the
most effective knowledge in the social environment. L.Vigotsky mentioned that the
development of higher mental functions begins with social cooperation and then
becomes personal.
The practice of inclusive education in many countries has shown the correctness
of this theory. According to research, children with special needs showed much better
results in learning, social interaction if they studied with their peers. All children
effectively benefit from inclusive education practices. Studies have observed that
children with special needs, as a result of being in a group of healthy children, try to
imitate their peers, communicate with them, develop their social skills. Healthy
children in the classroom also understand the problems faced by children with special
needs. They are sensitive to the needs of others and better understand the differences.
Children witness in practice that all people have their own personality, that each
person is able to overcome their problems and achieve success.
Inclusive education and upbringing is a process that provides equal opportunities
for children to receive education and upbringing, taking into account their needs for
separate education and individual capabilities. [2]
Inclusive education (derived from english, inclusive, inclusion-denotes
harmonization, harmonization, inclusion, inclusion) elimination of barriers
(discrimination) between disabled and healthy children, children in need of special
education, an educator to the comment that adolescents (disabled for some reason)
are an educational system that represents the inclusion in the general educational
process aimed at adapting to social life regardless of developmental disabilities or
economic difficulties R.SH. Shomakhmudova will face her research. [7]
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In N.B.Gaipova’s studies, however, inclusivity is an english word meaning
inclusivity –addition, unification. The term has been interpreted as representing the
process of joint education of students with a special need in secondary schools with
healthy children.[5]
Inclusive education environment-the barriers between children with special
needs and healthy children are overcome, the educational process is organized
equally and transparently for all, the needs of children with special needs are met,
they are aimed at adapting them to social life, educational services are provided
taking into account the individual characteristics of children, it is not an exaggeration
to say that a healthy environment
Inclusive education is a public policy, an educational system that represents the
elimination of barriers between disabled and healthy children, the inclusion of
children in need of special education, (disabled for some reason) adolescents in a
general educational process aimed at adapting to social life regardless of the defects
or economic difficulties encountered in development.
The inclusive education system includes the following educational institutions:
preschool education, general secondary education, higher education. The purpose of
these educational institutions is to create an open educational environment,
eliminating the barriers between children, providing for the right of all children to
education and vocational training.
Children with special educational needs-children with individual needs who
need special attention from the family, educators, professionals, society and the state,
regardless of whether they have disabilities or not. [2]
Social adaptation is the process of continuous active adaptation of an individual
to the social environment and the result of this process. Despite the fact that social
adaptation is a continuous feature, it is usually associated with periods of radical
transformation of the individual's own activity and the social circle surrounding
himself. The adaptation process will have the appearance of an active impact on the
social environment, and the appearance of a consensual, passive acceptance of goals
and values in the environment. Social adaptation is one of the main socio-
psychological factors of personality socialization.[8]
Inclusive education is such an educational process in which all children,
regardless of their physical, mental, mental and other problems, in a general way are
created in accordance with the needs of their home and territory, taking into account
their needs in education, special assistance means that they will be educated with
their peers in schools provided for.
In order to ensure the stability of inclusive education, the new edition of the law
“on education”includes a substance that regulates the organization of inclusive
groups and classes in public schools, preschool institutions in order to integrate
International scientific journal
“Interpretation and researches”
Volume 1 issue 7 (53) | ISSN: 2181-4163 | Impact Factor: 8.2
218
children with disabilities into the general education process. In particular, Article 20
defines the content of inclusive education: inclusive education is aimed at ensuring
equal opportunities for education in educational organizations for all learners, taking
into account individual educational needs and the diversity of individual
opportunities. Inclusive education is organized in educational organizations for
children (individuals) with physical, mental, sensory (sensory) or mental
impairments. The procedure for organizing inclusive education is determined by the
Cabinet of Ministers of the Republic of Uzbekistan.[1]
In order to achieve the acceptance of children with special needs in educational
institutions from the roof of the peer community, a huge educational work is carried
out with the team of children, parents, educators, as well as with a whole society,
which will create the basis for the formation of inclusive relations in the spirit of
humanism in the future.
So, inclusive education is the most relevant and significant area in today's
educational system, and it manifests itself in the possibilities of educating children
with special needs with healthy peers. Every child with special needs-like all
children-has equal rights. He has the right to be recognized, appreciated, loved,
respected. Therefore, it is considered undesirable to call them with defects. The child
always needs the help of adults and society, no matter what state and what
opportunity he has. To distinguish it or to call it by a separate name does not
correspond to a humanitarian point of view.
Bibliography:
1. “The law in the educational barrier”. 2020. https://lex.uz/docs/-5013007
2. Law No. 595 of the Republic of Uzbekistan “on preschool education and
upbringing”. 2019-y.
3. 2020 of the president of the Republic of Uzbekistan PQ-4860 of October 13.
4. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan “On
approval of regulatory legal acts on education of children with special educational
needs”dated October 12, 2021 No. 638.
5. Goipova N.B. Inclusive education. Hospital pedagogy. Namangan, 2024. 252
PP.
6. Kadyrova F.U., Pulatova D.A. Inclusive education: theory and methodology.
Chirchiq 2022. 259 b.
7. Shomahmudova R. Sh. Special and inclusive education.T.: Tap Print. 2011. P.
208.
8. https://uz.wikipedia.org/wiki/Ijtimoiy_moslashuv
