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CONFLICT SITUATIONS AMONG THE POPULATION DURING THE PROMOTION
OF INCLUSIVE EDUCATION AND SOLUTIONS AIMED AT THESE SITUATIONS.
Yusupov Bekzod Ergashevich
Teacher of the "Pedagogy" department of the University of
Information Technology and Management
Norqulova Risolat Baxromovna
Student of the University of Information Technology and Management,
"Defectology", 2nd year, group DF-136-23
Abstract:
This article discusses the benefits of inclusive education for children with special
needs and their parents. Parents of healthy children oppose inclusive education and ways to find
solutions to this situation. The rise and achievements of inclusive education in Europe today.
Key words:
Proponents of inclusive education, opposition to inclusive education, the use of
inclusive education in Europe a century ago, its shortcomings and current achievements.
Introduction.
It is a very gratifying situation to further improve the quality of education, to maintain equality
among students and to make them grow up in a friendly relationship with each other, to find their
place in the future and to strengthen their relationships with others and, most importantly, to
grow up with a sense of gratitude. have the right to receive advice on selection. Inclusive
education is an educational system that is individualized and adapted to the needs of children and
young people with special needs. These works are carried out in ordinary, moderately developed
children's educational institutions. In order to do this, it is necessary to approach each child
individually, create favorable conditions for him based on his disability, and if necessary,
partially change the program and plan. A child in need of special education attends a public
kindergarten or school that is convenient for him. The main work there is done by the educator
or class leader. Each preschool institution or school has a specially trained resource educator
who advises and assists the group educator: provides special teaching equipment and supplies;
conducts explanatory work with parents and teachers: makes changes to the lesson schedule,
program, if necessary, gives reasons; improves the qualifications of teachers, enriches their
knowledge skills; organizes health services, creates a comfortable psychological environment.
Placing a child with physical or mental disabilities in a regular kindergarten or school is the first
step towards integration. There are different forms and levels of educational integration. In
physical integration, the physical difference between a child who needs special education and a
healthy child should be reduced as much as possible. A special class or department can be
organized for this purpose. In functional integration, the functional gap between a child who
needs special education and a healthy child should be eliminated as much as possible. For this, it
is useful to involve children with special needs in music, art, drama club and sports. Social
integration reduces social differences, encourages children who need special education and
normally developed children to make friends and treat each other with respect. It teaches
normally developed children to be kind. Our young people grow up with the understanding that
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people who need special education should be properly treated in society. All clauses of our
constitution apply to them. Any educational integration increases the quality of inclusive
education. Parents have the right to receive advice on choosing the form of education that
matches their children's wishes, status, and needs. Inclusive education is a caring educational
system that is individualized and adapted to the needs of children and young people with special
needs. These works are carried out in ordinary, moderately developed children's educational
institutions. In order to do this, it is necessary to approach each child individually, to create
favorable conditions for him, if necessary, to partially change the program and plan. A child in
need of special education attends a public kindergarten or school that is convenient for him. The
main work there is done by the educator or class leader. Each preschool institution or school has
a specially trained resource educator who advises and assists the group educator: provides
special teaching equipment and supplies; conducts explanatory work with parents and teachers:
makes changes to the lesson schedule, program, if necessary, gives reasons; improves the
qualifications of teachers, enriches their knowledge skills; organizes health services, creates a
comfortable psychological environment.
Placing a child with physical or mental disabilities in a regular kindergarten or school is the first
step towards integration. There are different forms and levels of educational integration. In
physical integration, the physical difference between children who need special education and
those who are healthy should be reduced as much as possible. A special class or department can
be organized for this purpose. In functional integration, the functional gap between a child who
needs special education and a healthy child should be eliminated as much as possible. For this, it
is useful to involve children with special needs in music, art, drama club and sports. Social
integration reduces social differences, encourages children who need special education and
normally developed children to make friends with each other and treat each other with respect. It
teaches well-developed children to be kind. Society should treat people with special needs in the
right way.
All clauses of our constitution apply to them. Any educational integration increases the quality
of inclusive education. Much higher results can be achieved if children with special needs are
given attention from the first age, i.e. up to 6 years of age. Development of a policy suitable for
meeting the educational needs of children with disabilities is the basis of supporting inclusive
education. In supporting inclusive education, the following issues should be resolved:
- development of a positive attitude in society, children with special needs are left out of
education due to the lack of knowledge about children in need of special education among
people in the society;
- in addition, if the abilities, rights and needs of a child in need of special education are not
regularly appreciated, children develop a negative attitude towards themselves and their abilities;
- Development of an inclusive educational environment.
- The main part of inclusive education is to create a friendly environment for children to learn
and study. Children should be able to get to school safely and without difficulties. In addition,
instead of adapting the child to the current general education methodology, it is necessary to
change the lesson schedule, conditions, methodology, and educational tools. Such changes
improve the quality of education not only for children with special needs, but also for children
with normal development.
- Intervention from an early age. In short, if you pay attention to the child's life earlier, the result
will have an effective impact on the child's further development. - Creating the image of people
who can be positive role models. The image of adults is very important in the development of a
child's self-confidence and self-esteem. Inclusive approaches support these children in learning
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and success, giving them opportunities for a better life. The goal of psychological support of
inclusive education is to meet the needs of all categories of children with different initial
opportunities for quality education. The main goals: - to establish an effective psychological and
pedagogical support system for inclusive education; - ensuring the effectiveness of the process
of adaptation, correction and socialization of children with special educational needs; -
education of tolerant attitudes in the minds of the young generation. The initial stage of joining
an inclusive learning environment should include training sessions with teachers where all
participants can freely express their fears, hopes and misconceptions. During the training, the
teachers will be given clear information about children with different characteristics, typical
characteristics of the emotional sphere, and the description of the behavior of such children.
From a psychological point of view, it is very important for school teachers to try to calmly and
adequately communicate with children with special educational needs, try to distinguish their
characteristics in front of other children, which requires sufficient patience and sensitivity.
Psychopedagogical tests are taken in socio-psychological support. In preschool educational
institutions where inclusive education is organized, it is necessary to use game methods more
widely, taking into account that it is the main activity of a preschool child in the first year of
education. At the stage of the first education of preschool children, both in kindergarten and at
school, it is impossible to impose strict requirements on their studies, only education in the
school-lesson system should be used. For example, we present the distribution of the ratio of the
form of education in kindergarten and school.
In the senior and preparatory groups of kindergartens - 80 percent play - 20 percent training;
In the first classes (in the 1st semester) - 60% game - 40% lesson;
In the first classes (in the 2nd semester) - 30% game, 70% lesson;
The main task of senior and preparatory group educators and 1st graders is to provide unique
pre-school forms and methods of organizing a child's life and activities at the first stage of
education. It is necessary to consider that the game activity will remain the leader for a certain
period of time and not to abandon it suddenly, but that it will gradually naturally give way to
another, that is, educational activity. Due to the fact that the conditions, opportunities and
specific results of preparing children for education in families, in specially organized groups in
kindergartens, in "Centers" are different, for all institutions engaged in this work, it is necessary
to clarify the single criteria for evaluating the level of readiness of children for school education
and, based on them, to introduce the admission of 6-7-year-old children to the 1st grades of the
school during the pre-school period, and constant changes in this and has its own meaning at
each age stage.
Inclusive education is a living organism, a living process, which implies a creative approach to
the educational process by teachers and parents. After all, every child requires an individual
approach, everyone has the right to receive education and to recognize their abilities in society."
It consists of reviewing the current state of work in this direction in our republic, as well as
developing recommendations for further improvement of the inclusive education system in our
country in order to implement inclusive education. Today, more than 700,000 people with
special educational needs live in Uzbekistan, more than 100,000 of them are under the age of 16
(according to the Senate of the Oliy Majlis of the Republic). In recent years, a number of
positive reforms have been implemented at the state level in the field of normative legal
framework aimed at strengthening the rights and obligations of persons with special education
needs. Among them: 1. In 2020, the Law "On the Rights of Persons with Special Education
Needs" [2] was adopted, which stipulates that persons with special education needs will be given
privileges and eases in obtaining housing, education, providing them with work, as well as
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ensuring full use of existing infrastructure, information and public services. 2. On June 7, 2021,
the President of the Republic of Uzbekistan Sh.M. Mirziyoyev signed the Law of the Republic
of Uzbekistan No. ORQ-695 "On the Ratification of the Convention on the Rights of Persons
with Special Education Needs" (New York, December 13, 2006) [3], which provides for the
following: The rights of persons with special education needs and recognition of the equal rights
of those with special education needs in all aspects of life. Taking into account this situation, it
is envisaged to take appropriate measures to support persons in need of special education and to
ensure the possibility of using decision-making mechanisms, including limiting the processing
capacity of those in need of special education, under appropriate conditions and in accordance
with legislation.
Well, now we look at the history of inclusive education in Europe... For the first time in 1925 in
Moscow L.S. He was harassed by Vygotisky (pedagogue, psychologist). L.S. Vygotsky draws
attention to the need to study and identify not only the "negative" but also the "positive" aspects
of an anomalous child, relying on them and taking into account his potential abilities. He left a
much needed legacy in the field of correctional pedagogy.
The famous psychologist L. V. Zankov worked in cooperation with L. S. Vygotsky since 1935.
The research conducted by these scientists was of great importance in the theoretical formation
of psychology and correctional pedagogy. They objected to the misunderstanding of the laws of
mental development of mentally retarded children and presented evidence exposing unscientific
and reactionary theories such as "theory of developmental arrest", "borderline" degeneration
theory, "spiritually defective".
In the laboratory of experimental psychology, comparative experimental studies were conducted
to study how the development of anomalous children changes under the influence of special
education, to identify both their existing defects and their positive aspects. Research contradicts
prejudices about anomalous children and conclusions about their capabilities, and shows the
need to fundamentally change the attitude towards the education of such children. Scientists are
involved in the comparative analysis of the development of normal (healthy) and (unhealthy)
children. Laws basically do not change, they determined the general rules that general laws
govern the development of normal and abnormally developing children.[275],[276]
Therefore, there will be opposition from some parents in the organization of inclusive education
among the population. When inclusive education was established for the first time, there were
similar resistances, but despite such resistance, the experiments carried out by several scientists
gave results. In many countries, this inclusive education not only caused the future of children to
change radically, but also made it possible for the country to get out of poverty and flourish for
its rise. There are many countries that consider the educational system to be the most effective
educational system. Among them, in great countries such as Britain, USA, Denmark, the choice
of the type of school is determined by law, and it was found necessary for parents to confirm the
choice of the type of education in writing and in some cases to justify it.[101] In particular, in
Austria, this educational system was launched in 1983, and in 1991, the inclusive education
classroom module was recognized as the most effective by the Centers for Pedagogical Testing
and School Development. In this regard, in Austria, in 1993, the government adopted a law
confirming that parents of children with special needs have the right to choose a general
education school. [107] Greece, Denmark, Ireland and several other countries are still widely
using the inclusive education system. achieved the closure of special correctional schools
through integration. The purpose of all the reforms carried out in our republic is to build a solid
foundation for the future of our country. This foundation is created as a result of raising healthy,
mature and well-rounded individuals. The issue of education of children with special needs is
becoming one of the most urgent issues today. Special education has developed as an
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educational system for children with disabilities.
Conclusion
In this article, inclusive education is built on the assumption that the needs of children with
disabilities cannot be met in general education institutions. Special education operates all over
the world in the form of schools or boarding schools, as well as in the form of small parts of
general education schools. It is not an exaggeration that inclusive education is the origin of
problematic situations among the population, and our goal is not only children's joint education,
but also that our future generation will grow up scientifically competent and friendly, benevolent,
and the country's development will be the main goal. Inclusive education is the best today. and
one of the conveniences for parents is that their children grow up in their arms, in front of their
eyes, along with all children, in their own regions where they were born. Such habituation not
only in kindergartens and schools, but also in the family, i.e. children, i.e. brothers and sisters,
was the reason for them to grow up to be close to each other, affectionate and consequential.
The list of used literature:
1. N.B.Goipova. Inklyuziv ta’lim gospital pedagogika Namangan davlat pedagogika
universiteti.101,114,115 betlar.
2. Madatov Ilhom Yusup o’g’li. Inklyuziv ta’lim. Darslik. Toshkent-“BEST-PUBLISH”-2024.
3. B.E.Yusupov. Axborot texnolgiyalari va menejment unversiteti. Pedagogika kafedirasi.
Inklyuziv ta’lim. Gospital pedagogika fanidan o’quv-uslubiy majmua. Qarshi-2024. 275-276 b.
