2025
APRIL
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 4
501
ANALYSIS OF THEORETICAL AND SCIENTIFIC APPROACHES TO INCLUSIVE
EDUCATION SYSTEMS AROUND THE WORLD
Paraxaddinova Aysuliw Muratbay qizi
Student of Karakalpak State University.
Xudaybergenova Mawritxan Aybek qizi
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15287224
Abstract. This study aims to use new programs in the use of educational methods based on
psychological methods used to eliminate mental and intellectual problems in children with
disabilities in the process of inclusive education. During this study, we studied the inclusive
education program of psychologists-pedagogues and provided information on the use of methods
based on inclusive education with examples.
Keywords: Inclusive education, psychological research, psychological education, integrated
education, discrimination, pedagogical research.
DUNYO BO’YICHA INKLYUZIV TA’LIM SISTEMASINING NAZARIY VA ILMIY
YONDASHUVLAR TAHLILI
Annotatsiya. Ushbu tadqiqot inklyuziv ta’lim jarayonida nogironligi mavjud bo’lgan
bolalarda ruhiy va aqliy muammolarini bartaraf etishda qo’llaniladigan psixologik metodlarga
asoslangan ta’lim usullaridan foydalanishda yangi dasturlarni qo’llash maqsadga muvofiqdir. Biz
ushbu tadqiqot davomida psixolog-pedagoglarning inklyuziv ta’lim dasturini o’rganib chiqdik va
misollar bilan inklyuziv ta’limga asoslangan metodlarni qo’llash bo’yicha ma’lumotlarni keltirib
o’tdik.
Kalit so’zlar: Inklyuziv ta’lim, psixologik tadqiqotlar, psixologik ta’lim, integratsion ta’lim,
diskriminatsiya, pedagogik tadqiqotlar.
АНАЛИЗ ТЕОРЕТИЧЕСКИХ И НАУЧНЫХ ПОДХОДОВ К СИСТЕМАМ
ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В МИРЕ
Аннотация.
Целью данного исследования является использование новых программ в
применении образовательных методов, основанных на психологических методах,
используемых для преодоления психических и интеллектуальных проблем у детей с
ограниченными возможностями в процессе инклюзивного образования. В ходе данного
исследования мы рассмотрели программу инклюзивного образования психологов и педагогов
и привели примеры использования методов, основанных на инклюзивном образовании.
2025
APRIL
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 4
502
Ключевые слова:
Инклюзивное образование, психологические исследования,
психологическое
образование,
интегрированное
образование,
дискриминация,
педагогические исследования.
Introduction
Inclusive education is a pedagogical-psychological collaborative education based on an
education system recognized by the entire community as the most humane and effective. Inclusive
education is an educational process in which all children, regardless of their physical, mental,
intellectual and other problems, receive education together with their peers in a common way, in
their own home and territory, in schools where all conditions are created for their needs. The goal
of inclusive education is to ensure that children with special needs receive a full-fledged education
in general education institutions, based on their capabilities, and to create the necessary conditions
for each child in educational institutions. Various forms of education have been organized for
children with disabilities. Based on psychological programs, it will be possible to study the
theoretical and scientific essence of the inclusive education system by organizing special education,
home education, inclusive, and integrated education stages. Special psychological education -
specially organized boarding schools, schools, home education - education organized in the family
for children who do not have the opportunity to study in educational institutions; inclusive,
integrative education - harmonious education organized in general education institutions; houses of
mercy - specially organized boarding-type education for children with severe developmental
disabilities. The life path of a disabled child who is not involved in inclusive education: stays at
home until the age of 7. For 10 or 12 years, when he studies with children like him in a special
educational institution (boarding school, school), his communication with healthy people is
somewhat limited. After graduating, he will need someone else's help to live effectively among
healthy people. At this time, the child will be 19 years old and his parents will be middle-aged or
older. If he is not involved in college or other types of education, this person will remain in the care
of his family, as most parents try to stay at home to care for him. The reason: they do not have
enough confidence in their child to work or enter into other relationships among healthy people. In
addition, they are worried that those around them will have a negative attitude towards their child.
As a result, a person with disabilities is doomed to remain in a narrow circle of people. They
start a family late. If the spouse is like them, the parents will have to “pull” a small family again. If
they have children, the responsibility will increase again. However, during this period, the parents
will be much older and they themselves may need the care of others.
2025
APRIL
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 4
503
Therefore, the parents will live their lives in old age, thinking about the fate of their child. If
a child with disabilities is involved in inclusive education early, from childhood in the neighborhood
they will play with neighboring children, get to know them, and begin to understand national values.
During preschool education, children learn to communicate with healthy people and peers
around them, learn to be independent early, and are ready for school education. In inclusive
education, they continue to communicate with healthy people during the period of development,
understand the negative and positive views of those around them, and find their own independent
position in relation to them. Now he is stepping into an independent life, ready to study, work, and
participate in various relationships as an independent citizen. Parents and loved ones are not worried
about him going out. Those who know who he is and what he is capable of in society trust him. As
a result, he will be able to start a family and provide for his family. However, to this day, there are
many problems in implementing them in life. In some countries, when laws or decisions are adopted
on general education, the issue of education of children with disabilities is not included. However,
recognizing inclusive education does not depend only on the adoption of laws. Combating
discrimination (separating people) and social misconceptions is the most important thing. That is,
recognizing inclusive education and conducting propaganda and awareness-raising activities among
the population is the first priority. The principle of inclusive education being open to all. Over the
past two decades, significant progress has been made in the education of children with special needs
in the general education system. However, the implementation of inclusive education has been
mainly in urban areas, and children with special needs are still excluded from education in rural
areas, or parents in rural areas face difficulties in ensuring that their children with disabilities attend
special institutions in cities. Therefore, the inclusion of children with special needs in inclusive
education should be ensured in all regions, covering all children with special needs. The principle
of accessibility. Accessibility is the quality of public buildings, especially the accessibility of
schools for children with special needs. A child should not be excluded from a regular school
because the stairs are not wheelchair accessible or the school toilet is not wheelchair accessible.
Creating such facilities does not require a lot of money. A new school building should be
built from the very beginning, taking into account the needs of children with special needs. Of
course, good facilities for children with special needs do not cause any problems for children with
normal development. Creating physical connections helps to solve the main problems of inclusive
education. The principle of decentralization. The essence of this principle is expressed as follows:
Inclusive education services should be an integrated part of the general education system.
2025
APRIL
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 4
504
The tasks of the inclusive education system should be decentralized to place responsibility
and management on local education authorities, and the opportunities should be adapted to local
conditions. Decentralization is important for achieving optimal integration. This is especially true
in rural settings. The tasks of inclusive education are to keep children with special needs with their
parents, to allow them to receive education in schools close to them, just like their peers. This is
important for the formation of personal qualities in them. Disruption of the normal development of
a child with special needs can lead to conditions that are even more serious than disability. The
principle of a comprehensive approach to inclusive education can be considered theoretically, based
on psychological foundations. It is necessary to approach children with special needs not only as
disabled, but also as a whole. This requires planning for children with special needs, taking into
account their possible needs throughout their lives. In our country, legal norms have been developed
for organizing inclusive education based on the social needs and personal interests of learners,
ensuring a strong integration of science, education and production. Important tasks have been set,
such as “strengthening the material and technical base of educational institutions in order to organize
inclusive education for children with special educational needs, adapting curricula, increasing the
capacity for quality health-improving educational services, and training highly qualified personnel
suitable for this process.” Improving the quality of education in primary education, effectively
organizing a learning environment that is appropriate to the capabilities of students and takes into
account the norms of state educational standards, and strengthening the cooperation of organizations
and public institutions in this process are becoming increasingly important. Addressing these socio-
pedagogical issues requires mutually beneficial cooperation between education, healthcare, and
community organizations to provide children with disabilities with quality educational services.
This requires the clarification of methodological skills of primary school teachers, cluster
approaches to the development of professional competence, organizational factors, pedagogical and
psychological conditions, didactic requirements for organizing classes in inclusive classes. In many
countries, a system of using methodologies based on inclusive education has been introduced, and
this method is recognized as an effective method of helping children with disabilities.
Conclusion
In conclusion, it can be said that the use of new pedagogical and psychological methods in
the development of modern methodologies for inclusive education will contribute to the education,
psychological, intellectual, and spiritual development of children with disabilities. We believe that
it is appropriate to use pedagogical and psychological methods and educational systems of countries
with developed educational programs in the development of these methods.
2025
APRIL
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 4
505
By using accessible methods of education for children with disabilities, it is possible to form
new stages of an effective education system.
References
1.
Turemuratova, Aziza, Rita Kurbanova, and Barno Saidboyeva. "EDUCATIONAL
TRADITIONS IN SHAPING THE WORLDVIEW OF YOUNG PEOPLE IN FOLK
PEDAGOGY." Modern Science and Research 2.10 (2023): 318-322.
2.
Kurbanova, R. J., and B. E. Saidboeva. "MAKTAB VA OILADA ESTETIK TARBIYANI
SHAKLLANTIRISH
JARAYONIDA
O'QUVCHILARNING
AKSIOLOGIK
DUNYOQARASHINI RIVOJLANTIRISH." Inter education & global study 9 (2024): 114-
121.
3.
Jarasovna, Kurbanova Rita. "The Role of National Values in Shaping the Aesthetic
Worldview of Schoolchildren." International Journal of Pedagogics 5.03 (2025): 55-58.
4.
Asamatdinova, J., and B. Saidboeva. "Diagnosis and Correction of the Development of
Value Orientation in Students in the Process of Moral and Aesthetic Education." JournalNX
9.6 (2023): 274-277.
5.
Turemuratova,
Aziza,
and
Kamola
Yoldasheva.
"PSYCHOLOGICAL
CONFIDENTIALITY OF THE FORMATION OF STUDENTS'COLLABORATIVE
SKILLS BASED ON MULTI-VECTOR APPROACHES IN EDUCATION." Modern
Science and Research 4.4 (2025): 262-269.
6.
Turemuratova, Aziza, Shahlo Matmuratova, and Nargisa Tajieva. "THE DEPENDENCE OF
MULTI-VECTOR
APPROACHES
ON
PEDAGOGICAL
METHODS
AND
PSYCHOLOGICAL TRAINING IN IMPROVING STUDENTS'COLLABORATIVE
SKILLS BASED ON THE EDUCATIONAL PROGRAM." Modern Science and Research
4.4 (2025): 50-55.
7.
Turemuratova, Aziza, and Marhabo Kenjayeva. "KO’P VEKTORLI YONDASHUVLAR
ASOSIDA
TALABALARNING
KOLLOBORATIV
KO’NIKMALARINI
RIVOJLANTIRISHNING PSIXOLOGIK TRENING USLUBI." Modern Science and
Research 4.4 (2025): 252-261.
8.
Turemuratova, Aziza, Umida Uzakbaeva, and Dilafroʻz Nuriyeva. "BASIC CONCEPTS OF
FAMILY PSYCHOLOGY AND OVERCOMING PSYCHOLOGICAL PROBLEMS."
Modern Science and Research 4.4 (2025): 104-109.
2025
APRIL
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 4
506
9.
Turemuratova, Aziza, Maftuna Masharipova, and Ma'mura Atabayeva. "RESEARCH ON
IMPROVING STUDENTS'COLLABORATIVE SKILLS BASED ON MULTI-VECTOR
PSYCHOLOGICAL TRAINING APPROACHES." Modern Science and Research 4.4
(2025): 90-97.
10.
Begibaevna, Turemuratova Aziza, Kushbaeva Indira Tursinbaevna, and Dawletmuratova
Raxila
Genjemuratovna.
"THE
MAIN
ESSENCE
OF
DEVELOPING
STUDENTS'COLLABORATIVE
SKILLS
BASED
ON
MULTI-VECTOR
PEDAGOGICAL APPROACHES IN MODERN EDUCATION." CURRENT RESEARCH
JOURNAL OF PEDAGOGICS 5.09 (2024): 43-46.
11.
Jarilkapovich, Matjanov Aman. "Program Technology for Choosing an Effective
Educational Methodology Based on Modern Pedagogical Research in The Educational
System." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 6.02 (2025): 30-33.
12.
Jarilkapovich, Matjanov Aman. "USE OF PEDAGOGICAL METHODS BASED ON THE
MODERN EDUCATIONAL PROGRAM TO INCREASE THE EFFECTIVENESS OF
EDUCATION." European International Journal of Pedagogics 4.06 (2024): 26-33.
13.
Daribaev, Atabay, and Nazrgiza Sagindikova. "HISTORY OF PSYCHOLOGY." Modern
Science and Research 3.1 (2024): 1162-1166.
14.
Turdimuratova, S. B., and N. J. Sagindikova. "PSIXOLOGIK DIAGNOSTIKA." Modern
Science and Research 3.7 (2024).
15.
Polatovna,
Rametullaeva
Nadira,
and
OLIY
TA’LIMDA
INNOVATSION
YONDASHUVLAR ASOSIDA. "PEDAGOGIK VA PSIXOLOGIK METODLARNI
TAHLIL QILISHGA ASOSLANGAN TADQIQOTLAR." TA'LIM VA RIVOJLANISH
TAHLILI ONLAYN ILMIY JURNALI 3.12 (2023): 67-70.
