2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
114
INCLUSIVE LEARNING ENVIRONMENT AND ITS MAIN APPROACH IN
EDUCATION
Almuratova Mavlyuda
Student of Karakalpak State University
Ibraimova Shaxsanem
Student of Karakalpak State University
Erejepova Sahibjamal
Student of Karakalpak State University
https://doi.org/10.5281/zenodo.15346603
Abstract.
This study provides information about modern methods of education based
on an inclusive educational environment. It also discusses the relationship of education based
on individual psychological and pedagogical approaches when working with students with
disabilities. The relationship of inclusive education in mainstream education depends on
pedagogical methods, and the relationship of students to the methods is studied.
Keywords:
Inclusive education, pedagogical methods, psychological approaches,
upbringing, pedagogical activity, psychological potential, educational program.
INKLYUZIV TA’LIM MUHITI VA TA’LIMDAGI ASOSIY MUNOSABATI
Annotatsiya.
Ushbu tadqiqotda inklyuziv ta’lim muhitiga asoslangan ta’limning
zamonaviy metodlari haqida ma’lumotlar keltirib o’tilgan. Shuningdek imkoniyati cheklangan
(nogironligi mavjud) o’quvchilar bilan ishlashda individual psixologik va pedagogik
yondashuvlarga asoslangan holda ta’lim berish munosabatlari haqida aytib o’tilgan.
Inklyuziv ta’limning asosiy ta’limdagi munosabati pedagogik metodlarga bog’liq bo’lib,
o’quvchilarning metodlarga bo’lgan munosabati o’rganilib chiqilgan.
Kalit so’zlar:
Inklyuziv ta’lim, pedagogik metodlar, psixologik yondashuvlar, tarbiya,
pedagogik faoliyat, psixologik salohiyat, ta’lim dasturi.
Introduction
Inclusive education is the education of children with disabilities in schools together
with their able-bodied peers. The goals and objectives of inclusive education are: - to create
the necessary psychological, pedagogical, correctional conditions for the education of
children and adolescents with disabilities in an educational organization, to implement general
education programs and correctional work aimed at their capabilities, to ensure their spiritual
development, social adaptation; to guarantee the right of students to equality in education; - to
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
115
meet the needs of disabled and able-bodied children with the active participation of society
and the family; early adaptation to social life; - the educational process includes the
pedagogical activity of the teacher and specially organized cognitive activity of students. At
this point, let us focus on the analysis of these processes. The managerial role of a teacher in
education, based on the social foundations of his profession, requires the mastery of the rich
experience of his ancestors, the achievements of humanity in education over the centuries in
the process of knowledge, labor communication, general relations, aesthetic and moral views.
All this should be reflected in the implementation of the educational, educational, and
developmental tasks of the teacher. Based on this, it can be said that in the educational
process, the teacher teaches the students the knowledge that is at hand. In the educational
process, he equips them with skills and qualifications. At the same time, he forms worldviews
and moral norms in the students, forms interests and abilities, and increases their cognitive
activity. The teacher's work opens up great opportunities for the purposeful formation of the
student's personality. More precisely, he plans the entire educational process, organizes joint
activities with the students in this process. He helps the students overcome difficulties and
diagnoses their knowledge and the entire educational process. In turn, the students' work is
directed to learning in the educational process, acquiring knowledge, skills and qualifications,
and preparing themselves for useful activities for society. In the educational process, the
activity of learners represents a multidirectional movement, and this movement greatly helps
them in solving cognitive tasks. At preschool age, the conditions for educational activity are
created, its individual elements are formed. In the process of classes at junior school age, it is
necessary to form in children the goal of organizing their activities, to teach them to master
various methods of activity. From the age of four, the child acquires a clear orientation
towards the result. The teacher teaches children to listen, understand, perform the task, not to
interfere with each other, supports immersion in the content of the lessons, encourages
activity and aspiration. The goal of education depends on the pace and level of development
of society, the requirements and capabilities of society, and the level of development and
capabilities of pedagogical science and practice. The content of education depends on the
social needs and goals of education, the pace of social and scientific and technical progress,
the capabilities of children, the level of development of educational theory and practice, as
well as the material, technical and economic capabilities of the educational institution. The
quality (effectiveness) of education depends on the productivity of the previous stage and the
results achieved in this stage, the nature and volume of the studied material, the organizational
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
116
and pedagogical impact on learners, and the children's learning abilities and time of
education. The effectiveness of educational methods depends on the knowledge and skills in
applying them, the purpose of education, the content of education, the age of learners, the
opportunities for learning, material and technical support, and the organization of the
educational process. The effectiveness of educational management depends on the intensity of
feedback in the education system and the validity of corrections and influences. The
effectiveness of educational stimulation depends on the internal incentives (causes) of
education and external (social, economic, pedagogical) incentives. Inclusive education
improves teaching methods and gradually introduces individualization principles into the
educational process; - in the process of inclusive education, measures are taken to promote the
spiritual and moral education of students, their physical and mental health and strength; - the
number of specialized educational organizations for children with special educational needs is
optimized, based on the physical and mental needs of students and the geographical location
of educational organizations. The individual form of organizing children's educational
activities reflects a number of positive aspects: the possibility of fully individualizing the
content, method and pace of educational activities, the ability to track each student's actions
and operations in solving a specific problem, etc. Inclusive education is an educational
approach aimed at creating equal opportunities for all students and ensuring their individual
development, taking into account the specific needs of each student. A variety of pedagogical
methods and approaches are essential for the effective implementation of inclusive education.
Inclusive education aims to provide equal opportunities in the educational process for all
students with different social, economic, cultural, or physical abilities. The effectiveness of
educational methods and techniques in inclusive education plays an important role in meeting
the specific needs of students, increasing their interest in education, and ensuring success in
the educational process. In our country, favorable conditions are being created for the
education and upbringing of children with disabilities and their adaptation to social life. In
order to integrate them into society and, first of all, restore their health as much as possible,
work is being carried out on the basis of the “General Education Project for Children with
Disabilities”. This mainly involves using the opportunities of inclusive education. As a result,
a deeper study of the pedagogical and psychological characteristics of organizing inclusive
education, its specific capabilities, identifying problems associated with it, and substantiating
aspects of its effectiveness is becoming an urgent scientific problem. Because the inclusive
education method creates a favorable opportunity to ensure the full participation of all
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
117
children in the educational process, regardless of their mental and physical condition. A
number of resolutions and regulatory documents have been adopted in Uzbekistan to develop
inclusive education. These resolutions are aimed at ensuring the rights of children with
disabilities to education, integrating them into mainstream schools, and meeting their special
needs. Inclusive education is an educational system that aims to ensure equality in education,
take into account the needs of each student and create the necessary conditions for their
success. The methods and techniques used in inclusive education play an important role in
organizing education in accordance with the individual needs of students. The use of effective
methods has a positive effect on the academic, social and personal development of students,
while making the educational process more effective. The methods and techniques used in
inclusive education play an important role in achieving effective results by taking into account
the different needs of students and adapting education. Differentiated teaching, multi-
methodology, group work and individual approaches are effective tools for the successful
implementation of inclusive education. The effectiveness of inclusive education has a direct
impact on increasing students' academic success, social skills, and motivation.
Conclusion
The main principles of inclusive education are aimed at creating equal educational
opportunities for all students, minimizing differences between them. In implementing these
principles, the main goals are to take into account the individual needs of students, adapt the
educational process and involve students in education. The inclusive education system
embodies a number of important principles. These principles are based, first of all, on the
recognition of the right of all children to equal education. The education system should create
the same opportunities for children with disabilities, children with special needs, as well as all
other students. In this system, the child will have the opportunity to receive education through
special methods and approaches, depending on his abilities and needs. The second principle of
the inclusive education system is the social integration of students. This principle is to teach
students to study and learn together, to grow and develop as equal and respected citizens in
society.
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.
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
118
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.
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.
5.
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.
6.
Turemuratova, Aziza, Ziyada Tólepova, and Saiyda Elmuratova. "GENDER
AYIRMASHILIQLARI (SEZIW, HÁREKET HÁM QABIL QILIW) HÁM
STEREOTIPLERDI ANIQLAW." Modern Science and Research 4.4 (2025): 147-
150.
7.
Turemuratova, Aziza, Gulbanu Turganbaeva, and Miyassar Karimova. "PSIXOLOG-
TRENERLER TOPARLARǴA TRENIN’SHÓLKEMLESTIRIWDE TIYKARǴI
INDIVIDUAL PSIXOLOGIYALIQ IZERTLEWLER." Modern Science and Research
4.4 (2025): 230-235.
8.
Turemuratova, Aziza, Zarafshan Rısnazarova, and Maftuna Nurjanova.
"TOPARLARǴA PSIXOLOGIYALIQ TRENIN’ÓTKERIW QAǴIYDALARI HÁM
PSIXOLOGIYALIQ TRENIN’TÚRLERI." Modern Science and Research 4.4 (2025):
199-205.
9.
Turemuratova,
Aziza,
and
Shaxizada
Qallibekova.
"PSIXOLOGIYALIQ
TRENIN’METODIKASI TIYKARINDA OQIWSHILARDIŃ KOLLOBORATIV
KÓNLIKPELERIN RAWAJLANDIRIW." Modern Science and Research 4.4 (2025):
187-192.
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
119
10.
Turemuratova, Aziza, Tursinay Iniyatdinova, and Nilufar Saribaeva. "GRUPPA
JAǴDAYDA PSIXOLOGIYALIQ TRENINGLARNI SHÓLKEMLESTIRIWDIŃ
TIYKARǴI QAǴIYDALARI." Modern Science and Research 4.4 (2025): 193-198.
11.
Turemuratova,
Aziza,
Balsulu
Boranbaeva,
and
Umida
Muratbayeva.
"PSIXOLOGIYALIQ TRENIN’DI SHÓLKEMLESTIRIW QAǴIYDALARI HÁM
PSIXOLOG-TRENERLERGE ULIWMALIQ KÓRSETPELER." Modern Science
and Research 4.4 (2025): 236-241.
12.
Turemuratova, Aziza, Ayimxan Baymurzaeva, and Xurliman Kenesbaeva.
"PSIXOLOGIYALIQ TRENINGLERDIŃ METODIKALIQ MÚMKINSHILIKLERI
HÁM KOLLORATIVLIQ OQIWDA TOPAR MASHQALALARI." Modern Science
and Research 4.4 (2025): 167-173.
