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BASIC INFORMATION ON THE IMPLEMENTATION OF INCLUSIVE
EDUCATION IN THE REPUBLIC OF UZBEKISTAN
Xudaybergenov Ikram
Student of Karakalpak State University
Baxtiyarov Atabek
Student of Karakalpak State University
https://doi.org/10.5281/zenodo.15399581
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.
O’ZBEKISTON RESPUBLIKASIDA INKLYUZIV TA’LIMNI QO’LLASHDA
ASOSIY MA’LUMOTLAR
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.
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
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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. 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,
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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 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.
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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. 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
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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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