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PROVIDING PEDAGOGICAL AND PSYCHOLOGICAL SUPPORT TO FAMILIES
WITH DISABLED CHILDREN
Nurlimuratova Ziyada
Student of Karakalpak State University.
Qiyatbayeva Sabina
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15317116
Abstract.
This study provides information on the provision of pedagogical and
psychological support to families with disabled children. The main part of this information is
about the support provided by our state to families with disabled children. Also, our study
provides information on the psychological health of children with disabilities, children with
limited opportunities, and the main aspects of raising them in a family environment.
Keywords:
Family environment, psychological support, physical development, mental
health, individual education, inclusive education.
NOGIRON BOLALI OILALARGA PEDAGOGIK VA PSIXOLOGIK YORDAM
KO’RSATISH
Annotatsiya.
Ushbu tadqiqotda nogiron bolali oilalarga pedagogik va psixologik yordam
ko’rsatish bo’yicha ma’lumotlar keltirib o’tilgan. Ushbu ma’lumotlarning asosiy qismi nogiron
bolali oilalarga davlatimiz tomonidan ko’rsatiladigan yordamlar haqida aytib o’tiladi.
Shuningdek tadqiqotimiz davomida nogironligi bo’lgan bolalarning, imkoniyatlari cheklagan
bolalarning psixologik salomatligi, ularni oila muhitida tarbiyalashning asosiy jihatlari haqida
ma’lumotlar keltirilgan.
Kalit so’zlar:
Oilaviy muhit, psixologik yordam, jismoniy rivojlanish, ruxiy salomatlik,
individual ta’lim, inklyuziv ta’lim.
ОКАЗАНИЕ ПЕДАГОГИЧЕСКОЙ И ПСИХОЛОГИЧЕСКОЙ ПОДДЕРЖКИ
СЕМЬЯМ С ДЕТЬМИ-ИНВАЛИДАМИ
Аннотация.
В данном исследовании представлена информация об оказании
педагогической и психологической поддержки семьям с детьми-инвалидами. Основная
часть этой информации касается поддержки, оказываемой нашим государством семьям с
детьми-инвалидами. Также в нашем исследовании представлена информация о
психологическом здоровье детей с ограниченными возможностями, детей с
ограниченными возможностями и основных аспектах их воспитания в семейной среде.
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Ключевые слова:
Семейная среда, психологическая поддержка, физическое
развитие, психическое здоровье, индивидуальное образование, инклюзивное образование.
Introduction
Children with disabilities require special support for their physical, mental and emotional
needs. This study provides a comprehensive analysis of the psychological development of children
with disabilities, effective strategies for supporting them and their role in the family and social
environment. The impact of psychological approaches, educational systems and social support on
children is examined in detail. This study highlights the factors necessary for the optimal
development of children with disabilities and their full participation in society. Children with
disabilities are one of the most vulnerable groups in society. Their psychological development and
education require special approaches. This study examines the developmental characteristics of
children with disabilities, the factors affecting them and effective support strategies. Our research
also provides practical recommendations for a deeper understanding of the psychology of children
with disabilities and for helping them. Information is provided on the psychological development
of children with disabilities. Children with disabilities face various difficulties in their
development. These difficulties may be related to their physical, mental, and emotional needs.
Although the basic principles of psychological development are the same for all children,
children with disabilities require an additional approach and support in these processes. Physical
development. Children with disabilities may face limitations in their physical development. These
limitations may range from their mobility to their fine motor skills. Special therapies and exercise
programs should be introduced for these children. Such approaches will help them feel
independent. The state provides material, advisory and other assistance to families caring for
children with disabilities, in short, comprehensive support for individuals with special needs. The
articles of Chapter 3 of the Law of the Republic of Uzbekistan “On Guarantees of the Rights of
the Child” establish additional guarantees of the rights of children in need of social protection. The
protection of the rights of persons with disabilities in the political, socio-economic and cultural
spheres of society is based on the principle of non-discrimination against a person, including on
the basis of disability, regardless of the situation. It is very important that not only state structures,
but also civil society institutions are active in this regard. At the same time, there is a need to
guarantee the rights of children with disabilities to a family environment. In this regard, support
should also be provided to children in the care of persons with disabilities.
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For example, a child living with a parent or other caregiver with disabilities should receive
support that fully protects their rights and, if it is in their best interests, allows them to continue
living with their parents. Support services should also include various forms of temporary care for
the sick, such as home care or community-based day care. These services should help parents to
work, reduce their workload and maintain a healthy family environment. The role of the family,
which remains the basis of childcare in many communities and is considered one of the best
alternatives to childcare, should be strengthened and support the child, his or her parents or other
caregivers. While foster care is an accepted and widespread form of alternative care in many
countries, many foster families are hesitant to care for a child with a disability, as they often
assume that children with disabilities may cause problems or have special needs for additional
care, physical, psychological, or intellectual development. Therefore, organizations responsible for
placing children in foster care should provide the families concerned with the necessary training
and encouragement and support them in providing appropriate care for the child with disabilities.
The United Nations Committee on the Rights of the Child has expressed concern about the
high number of children with disabilities placed in specialized children's institutions in many
countries. The quality of services provided there, be it educational, medical or rehabilitation, often
does not meet the requirements for the care of children with disabilities. This is due to the lack of
established standards, their inconsistency, lack of compliance with them or insufficient
supervision. Such institutions are vulnerable special environments where children with disabilities
are more likely to be exposed to psychological, physical and other forms of violence, as well as
neglect. In this regard, the Committee calls on States parties to use institutionalization only as a
measure of last resort, in cases of extreme necessity and in the best interests of the child. It
recommends that States parties put an end to the practice of placing children in institutions solely
for the purpose of restricting the child’s liberty or freedom of movement. In addition, attention
should be paid to the reorganization of existing children’s institutions, to giving priority to small
residential facilities that fully respect the rights and needs of the child, and to the development of
national standards for the quality of care in institutions. They should be monitored to ensure
compliance with the rules and the effective implementation of the standards. With reference to
paragraph 48 of the general recommendation, the Committee is concerned that the views of
children with disabilities are rarely taken into account when separating them from their parents
and placing them in institutions. In general, despite the long-term impact of these decisions on
children’s lives and futures, decision-making processes do not sufficiently consider children as full
partners. In this regard, the Committee recommends that States parties continue and strengthen
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their efforts to promote the participation of children with disabilities in all aspects of the process
of integration and assessment, separation from parents and institutionalization, and during the
transition period. The Committee also emphasizes that the views of children should be heard at all
stages of the implementation of protective measures, before, during and after the decision-making
process. In this regard, the Committee draws the attention of States parties to the
recommendations adopted by the Committee on 16 September 2005 at its general day of
discussion on children left without parental care. Therefore, when considering the issue of
institutionalization of children, States parties are encouraged to develop programmes for the
deinstitutionalization of children and their return to their families, foster care or foster care.
Parents and other family members should be provided with the necessary and systematic support
to facilitate the child’s integration into the home environment. The education system and
conditions for children with disabilities have been created. Special education settings are
important for children with disabilities. These settings are designed to meet the individual needs of
children and support their development. Special education programs, resource centers, and
individualized education plans are key elements of education for children with disabilities.
Individualized education plans. Individualized education plans are developed specifically for each
child with disabilities. These plans include the child’s learning needs, developmental goals, and
support measures. Individualized education identifies all the resources and services that children
need to succeed in their education. Family support services. Support services are essential for the
education of children with disabilities. These services are provided by special education teachers,
therapists, psychologists, and other professionals. Support services ensure that children succeed in
their education. Social and psychological needs of children with disabilities. The social
development of children with disabilities is important for their successful integration into society.
Social development occurs through children's friendships, group activities and learning social
rules. Special support and training are necessary for the social development of children with
disabilities. Children with disabilities and the family environment. The family is the most
important source of support for children with disabilities. The family's loving, understanding and
patient approach plays a major role in the development of children. Family support develops
children's self-esteem and social skills. The family environment should be safe and supportive for
children with disabilities. Special equipment in the home, adapted learning environments and
family activities support children's development. The family environment helps children feel free
and secure.
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Support programs and advice for parents contribute greatly to the development of children
with disabilities. There are special trainings, counselling services and support groups for parents.
Conclusion
Many psychological problems can be overcome by creating a social inclusion education
program. Social inclusion involves ensuring the full participation of children with disabilities in
society. Social inclusion policies and programs are aimed at creating equal opportunities for
children with disabilities and protecting their rights. These policies ensure justice and equity in
society. The psychological development and education of children with disabilities require special
approaches and support. This study provides a comprehensive analysis of the developmental
characteristics of children with disabilities, effective strategies for helping them, and their role in
the family and social environment. The impact of psychological approaches, educational systems,
and social support on children is examined in detail.
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