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METHODOLOGY OF USING FOREIGN EXPERIENCES IN DEVELOPING
INCLUSIVE EDUCATION IN PRIMARY EDUCATION
Turdieva Mokhira Jurakulovna,
RTU, PhD.,
Associate professor of the
Department of Pedagogical Education and Psychology
Abstract: This article analyzes the role of international experiences in the
development of inclusive education and the possibilities of their implementation in the
conditions of Uzbekistan. The article studies the basic principles, methods and
infrastructure of inclusive education using the examples of successful experiences of
countries such as Finland, Italy, the USA and Japan. It also analyzes the reforms being
carried out in this direction in Uzbekistan, existing problems, based on statistics and
research results. The author paid special attention to such urgent issues as the training
of pedagogical personnel in inclusive education, the formation of social consciousness
in society, and the adaptation of infrastructure. At the end of the article, proposals are
made for solving existing problems and the need to form a national model of inclusive
education in Uzbekistan is justified.
Keywords: inclusive education, international experience, Uzbek education
system, children with special needs, equality in education, global model, educational
strategy, pedagogical approach, integration in education, social justice
Inclusive education plays an important role in the development of modern
society. It ensures the right to equal education for all children, including those with
disabilities. Today, many developed countries of the world have widely implemented
this education system, and the experiences and approaches are diverse and rich in
positive results. The idea of inclusive education opens the way for each child to fully
participate in the general educational environment, taking into account their
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individuality, potential and pace of development. This is necessary not only for human
rights, but also for building a democratic and sustainable society.
If we look at international experience, countries such as Finland, Italy, the USA
and Japan are leading in inclusive education. For example, in Finland, teaching
methods are used that are tailored to the individual needs of each student. There,
inclusive education is implemented within the framework of regular schools and there
is no need for special educational institutions. At the same time, defectologists, speech
therapists, and psychologists constantly help students. The experience of Italy is that
all children receive education in general schools and there are no separate special
schools for them. This achieves full integration into society. In the USA, on the basis
of the “Law on Education for Persons with Disabilities”, an Individual Education Plan
has been introduced, and an individual curriculum is developed for each child. In Japan,
innovative technologies have been widely introduced: Braille textbooks, special sensor
devices, and video-learning tools stimulate the interest and participation of children
with disabilities in learning.
Uzbekistan is also gradually introducing inclusive education, approaching
international standards. In 2009, the country ratified the UN Convention on the Rights
of Persons with Disabilities. A number of works are being carried out on the basis of
the Concept for the Development of Inclusive Education for 2021–2025. Inclusive
classes have been established in schools and preschool educational organizations in
many regions of the republic. At the same time, available statistics and social surveys
show that there are a number of problems in the system. For example, according to
official data, there are more than 30 thousand children with disabilities in Uzbekistan,
of which only 12 percent are studying in inclusive classes in general education schools.
According to the results of a survey conducted among teachers, 68 percent of them
have not participated in any special training courses on inclusive education.
This situation, first of all, indicates shortcomings in the personnel training
system. There is a shortage of specialists such as defectologists, psychologists, speech
therapists and sign language interpreters. The infrastructure of educational institutions
is also not fully adapted: most schools and kindergartens do not have comfortable
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conditions for children with physical disabilities. There is still a misunderstanding and
negative stereotypes in society regarding inclusive education. This, in turn, weakens
social integration and prevents children from fully realizing their potential.
In this regard, the studies conducted by scientists from Tashkent State
Pedagogical University are noteworthy. They emphasize that achieving positive results
in an inclusive environment directly depends on the teacher's approach and the
psychological preparation of classmates. Projects implemented with the support of
UNICEF have developed methodological guides to improve the knowledge and skills
of teachers in the field of inclusive education. These guides have been highly
appreciated by practicing educators.
To solve the problems of inclusive education, it is necessary to work in several
main directions. First, separate courses and modules on inclusive education should be
introduced in pedagogical higher education institutions. This will ensure the
professional training of future teachers. Second, schools should be equipped with
special technical means: wheelchair ramps, elevators, hearing aids, Braille textbooks.
The third and most important direction is to change social consciousness. Members of
society, parents, teachers and even students themselves should understand the need for
inclusive education. To do this, it is important to create positive images, exchange
experiences and strengthen advocacy through the media, social networks and cultural
and educational events.
It is also necessary to ensure the necessary resources and exchange of
experience through the consistent and harmonized development of existing regulatory
and legal documents, expanding cooperation with international organizations (for
example, UNESCO, the US Embassy, the World Bank, etc.). Establishing an annual
monitoring and evaluation system for inclusive education will also increase the
effectiveness of this area.
In conclusion, inclusive education is not just a reform of the education system,
but a renewal of the thinking of the entire society. This change should be implemented
not only through official documents, but also in practice - at school, in the family and
in social life. Through the introduction of inclusive education, we create the
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opportunity for every member of society - no matter who he is - to live as a full-fledged
person. Uzbekistan is consistently working towards the formation of its own national
model, wisely using world experience in this area, in which it is gaining experience.
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