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EDUCATION AS THE MOST EFFECTIVE PROCESS OF INTEGRATING
PERSONS WITH DISABILITIES INTO MODERN SOCIETY
Gulmira Tulenova
Doctor of philosophy, professor at the Tashkent university of information
technologies named after Muhammad al-Khorezmi
Tashkent, Amir Temur st.108 A
А
bstract:
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.
TA'LIM NOGIRONLLIGI B
O‘
LGAN YOSHLARNI ZAMONAVIY
JAMIYATGA INTEGRATSIYALASHIVINING ENG SAMARALI
JARAYONI SIFATIDA
Gulmira Tulenova
falsafa fanlari doktori, Muhammad al-Xorazmiy nomidagi Axborot texnologiyalari
universiteti professori
Amir Temur k
o‘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 ur
g‘
u berilgan.
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Maqolada nogironlarni jamiyat hayotiga ijtimoiylashuvi muammosi nafaqat
hozirgi zamonning muhim gumanitar muammolaridan biri b
o‘
lib hisoblanadi, balki u
umumgumanitar xarakterda b
o‘
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.
Kalit
so‘zlar:
nogironlik, inklyuziya, inklyuziv
ta’lim,
huquqlar ximoyasi,
ijtimoiy kafolat, ijtimoiy siyosat.
ОБРАЗОВАНИЕ
КАК
НАИБОЛЕЕ
ЭФФЕКТИВНЫЙ
ПРОЦЕСС
ИНТЕГРАЦИИ
ЛИЦ
С
ИНВАЛИДНОСТЬЮ
В
СОВРЕМЕННОЕ
ОБЩЕСТВО
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
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
Talqin va tadqiqotlar ilmiy-uslubiy jurnali
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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.
INTRODUCTION
The current stage of social development is characterized by an extraordinary
increase in the role of youth in all spheres of life: economics, politics, law, culture.
Young people are becoming an increasingly visible and influential force in the
international arena. Social activity of the young generation is the most important
driving force for social development. The education of a spiritually and physically
developed generation is a task of national and state scale. Today, the young generation
plays an important role in the political and social life of the country; it has a special
opportunity to participate in strengthening democracy and forming civil society.
However, among the youth, a certain proportion are young people with disabilities.
In this regard, the study of issues of socialization of young people with disabilities,
the formation of their awareness and involvement in those significant democratic
changes that are taking place in society today, the expansion of their participation in
public processes, the provision and implementation of rights guaranteed by law, is of
extraordinary interest.
Today, the formation of a national system for training, employment and
involvement of people with disabilities in sports is becoming more active in our
country. It is extremely important to educate young people with disabilities, create an
inclusive environment for them, and eliminate the problems that arise in this regard,
removing obstacles.
At the same time, in order to create an environment without barriers for people
with disabilities to work and study, it is necessary to abandon the practice of
"determining their ability to work" and to define disability not based on illness, but
based on a person's independent movement, communication skills, and participation in
social life. Therefore, special attention is paid to further improving the procedure for
identifying the population in need of social protection and the system of working with
them in our country.
At a videoconference meeting held on February 20, 2024, chaired by the President
of Uzbekistan, Sh. Mirziyoyev, to discuss priority tasks in the field of social protection,
special attention was paid to the issues of guaranteeing the rights and freedoms of
people with disabilities, studying, taking into account and implementing their interests.
Now, new criteria have been developed to identify the needy category, clearly defining
what kind of assistance this category of people needs. An individual program of social
services was created for each of the people in need, and the financing of all social
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assistance provided to the population through a "social card" was started. Starting from
2025, it is planned to establish and launch multi-disciplinary social service centers for
rehabilitation, rehabilitation and training of caregivers for the disabled in 40 districts
of the republic.
Our Constitution affirms that Uzbekistan is a social state. In such a state, the fact
that disability is not a medical issue, but primarily a human rights issue, has been
legally strengthened, and ensuring a full and quality education for young people with
disabilities by creating a barrier-free and inclusive environment for them has become
one of the effective forms of realizing the rights of young people.
REGULATORY DOCUMENTS FOR THE PROTECTION OF THE
RIGHTS OF PERSONS WITH DISABILITIES IN UZBEKISTAN
Бугунги
кунда
мамлакатимизда
таълимнинг
ҳар
бир
соҳаси
каби
махсус
таълимнинг
мазмунини
такомиллаштириш,
ногиронлиги
бўлган
ёшларга
алоҳида
хусусиятга
эга
ижтимоий
-
демографик
гуруҳ
сифатида
эътибор
қаратиш
,
ногиронлиги
бўлган
ёшларнинг
ижтимоий
мослашуви
мақсадига
эришиш,
ногиронлиги
бор
ёшлар
ижтимоийлашувининг
ижтимоий
-
иқтисодий,
сиёсий
омиллари
ва
уларнинг
ўзига
хос
хусусиятлари,
ногиронлиги
бор
ёшлар
ижтимоийлашувининг
замонавий
тажрибалари
ҳамда
ногиронлиги
бор
ёшларнинг
жамият
ҳаётига
кириб
бориши
жараёнидаги
муаммолар
ва
уларни
бартараф
этиш
йўлларини
ўрганиш
долзарб
масала
ҳисобланади
.
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 made up of people
with disabilities, a number that has now reached 1 billion. It is also important that the
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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 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
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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.
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.
CONCLUSIONS
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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-economic rights, which in turn
contributes to their more active involvement in society.
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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
