The USA Journals Volume 03 Issue 04-2021
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The American Journal of Political Science Law and Criminology
(ISSN
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2693-0803)
Published:
April 24, 2021 |
Pages:
29-37
Doi:
https://doi.org/10.37547/tajpslc/Volume03Issue04-05
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‘
ABSTRACT
The article analyzes the issues of social protection of children with disabilities in Uzbekistan on the
example of inclusive education, legal and regulatory documents adopted in this area, as well as the
created conditions.
KEYWORDS
State, society, disability, social protection, inclusive education, renaissance, disability, category,
children.
INTRODUCTION
Today, building a strong civil society and a
democratic state based on the rule of law is
one of the most important challenges facing
our government. We know that countries with
strong civil societies have a strong future and
stable governance. Undoubtedly, the basis of
the future of such a strong state today and
tomorrow will be spiritually rich, physically
Issues Of Social Protection Of Children With Disabilities In
The Context Of Inclusive Education In Uzbekistan
Bekjon Salihovich Ismoilov
Independent Applicant, Tashkent State Law University, Uzbekistan
Journal
Website:
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Copyright:
Original
content from this work
may be used under the
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commons
attributes
4.0 licence.
The USA Journals Volume 03 Issue 04-2021
30
The American Journal of Political Science Law and Criminology
(ISSN
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2693-0803)
Published:
April 24, 2021 |
Pages:
29-37
Doi:
https://doi.org/10.37547/tajpslc/Volume03Issue04-05
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mature and spiritually active youth. As
President Sh.M. Mirziyoyev, “a decisive role in
the development of any society is played by the
healthy and harmonious development of the
younger generation, on which the future of this
society depends. That is why we believe that
our energetic, proactive, well-developed
young people with modern knowledge and
skills will support us in expanding our reforms
and making them more effective. ” We
consider the family, preschool education,
school and higher education, as well as
scientific and cultural institutions as the most
important links in the future Renaissance [1].
METHODS
The article includes data studied on the basis of
generally accepted analytical methods. Also,
the issues of social protection of children with
disabilities in Uzbekistan on the example of
inclusive education, legal and regulatory
documents adopted in this area and the
created conditions were analyzed.
RESEARCH RESULTS
Indeed, youth is the trust and support of the
state in all reforms in our country. In this sense,
improving the quality of education, which plays
an important role in determining the future of
young people, is one of the most pressing
problems of our time. Reforms to improve the
quality of education, including the education of
children and young people with disabilities,
play an important role in building a strong
future for children with disabilities. Here is the
official definition of a child with a disability: a
child with a disability is a person in need of
social assistance, protection due to limited
physical activity due to physical, mental,
sensory (sensory) and / or mental impairments.
the child is recognized as a disabled person in
accordance with the procedure [2].
It is noteworthy that the positive changes
taking place in this area make a significant
contribution to the development of inclusive
education.
Speaking
about
the
social
protection of children with disabilities, it
should be noted that the legal provision of
their education in comfortable conditions is a
priority. Children in need of social protection
are children who, due to the current situation,
are in difficult living conditions in need of
special protection and support from the state
and society, including:
Children with disabilities;
Had physical and (or) mental developmental
disabilities [2].
It is no secret that all students want to study in
secondary schools, living with their families.
Unfortunately,
children
with
disabilities
practically do not have such opportunities in
practice. This shows that the right to education
of children with additional needs is not
exercised on the basis of free choice.
Therefore, it would be correct to call inclusive
education a form of social protection for
children with disabilities. Inclusive education is
a special educational process that ensures that
children with disabilities receive education in
general education schools. Article 20 of the
new edition of the Education Law provides a
formal definition of the concept of inclusive
education. According to him, “inclusive
education aims to provide all students with
equal opportunities to study in educational
institutions, taking into account the needs of
individual learning and a variety of individual
opportunities. Inclusive education is provided
in educational institutions for children with
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physical, mental, sensory or mental disabilities.
The organization of inclusive education is
determined by the Cabinet of Ministers of the
Republic of Uzbekistan [3].
Speaking about inclusive education, Oybek
Isakov, chairman of the Association of Persons
with Disabilities of Uzbekistan, member of the
expert council of the Senate Committee on
Science, Education and Health, said:
“Inclusive education is ensuring equal access
to education for all students, taking into
account special educational needs and
differences in individual abilities” [4].
If you look at the history of the development of
education for children with disabilities, you can
see that they were educated in the form of
specialized boarding schools. At first glance,
this is a very favorable social environment for
the education of children with special needs.
However, boarding school has its advantages
and disadvantages. The positive aspects are
mainly reflected in ensuring their right to
education. That is, they receive the kind of
education that suits them. Boarding schools
have special facilities for children with
disabilities to make them feel at ease. As a
result, the same number of disabled children
attend these institutions. This is an important
factor in the good upbringing of such children.
The downside is that they are isolated from a
healthy society. This is a serious obstacle to the
adaptation of children with disabilities to a
normal social environment after leaving
boarding school. Being away from family from
an early age can lead to psychological
depression. Self-service capability is also not in
the expected standard state. Recently, in order
to fully express the rights of children with
disabilities, attention to inclusive education in
our country has increased significantly. We
believe that developing inclusive education will
help children with disabilities adapt to society
without undue barriers. In a sense, the
immunity of society to the acceptance of such
people is greatly enhanced. Unfortunately, this
form of education in our country does not have
its own development methodology. This
process can be assessed objectively. Because
the process of inclusive education is new to our
national education system. However, the fact
that this is a new approach should not lead to a
drop in attention. Perhaps one of the main
tasks should be to improve the conceptual
preparation of children with disabilities for
general education. Of course, bringing these
processes in line with legal requirements is not
an easy task. This is due to the fact that a
number of tasks will be given a priority, for
example, solving integration issues for
teaching children with special needs in general
education schools, updating the material and
technical support of an educational institution.
We believe that when addressing such issues,
it is important to pay attention to the following
aspects.
1.
Development of special programs aimed at
creating a clear picture of the disability of
children with disabilities in healthy
children; This is mainly done in order to
establish the right relationship between
students and children with additional
needs.
2.
Formation of the ability of teachers to work
with children with disabilities on the basis
of special methods; it aims to enhance the
ability of professionals to work with
students in this situation.
3.
Organization of comprehensive medical
and pedagogical assistance in secondary
schools.
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On the whole, this issue is in the center of
attention of the world community. Because in
the world, inclusive education has become one
of the fastest growing forms of education in
recent years. In this sense, the Conventions on
the Rights of the Child and international
agreements are leading in this regard. States
Parties recognize the child's right to education
and ensure the progressive realization of this
right on an equal basis, including:
Introduce free and compulsory primary
education;
Encourage the development of various
forms of secondary education, both
general and vocational, ensure that all
children receive such education, and
introduce free education and, where
necessary, financial support. take the
necessary
measures,
such
as
assistance;
By all necessary means to ensure that
every child receives a higher education
to the best of his ability;
Provide all children with access to
information and materials in education
and vocational training;
Take steps to help children attend
school regularly and to reduce dropout
rates.
States Parties shall take all appropriate
measures to ensure that school discipline is
respected in accordance with the human
dignity of the child and in accordance with this
Convention.
The participating States shall develop
international cooperation on issues related to
education,
including
those
aimed
at
eradicating ignorance and illiteracy throughout
the world and facilitating access to scientific
and technical knowledge and modern teaching
methods. In this regard, particular attention
should be paid to the needs of developing
countries. The participating States agree that
the education of the child should take place in
the following areas:
Full development of the child's personality,
talents, mental and physical abilities;
Promoting respect for human rights and
fundamental freedoms and the principles
enshrined in the Charter of the United
Nations;
To educate in the child respect for his
parents, his cultural identity, language and
values, national values of the country in
which the child lives, the country where he
was born, a level of cultural development
that differs from his own;
To prepare the child for a free society in the
spirit of peace, tolerance, equality
between men and women and friendship
between all peoples, ethnic, national and
religious groups, as well as between
indigenous peoples;
Including respect for the environment.
None of the provisions of this article or article
28 shall provide for the establishment of
educational institutions for individuals and
organizations
and
their
leadership
in
accordance with the principles set out in
paragraph 1 of this article, as well as the
minimum education provided by such
educational institutions, is not interpreted as
restricting freedom to comply with the
requirement that it must comply with
standards [5].
The essence of this rule is that children with
special needs, like other healthy peers, should
be able to attend secondary school. Creation of
these opportunities requires really a lot of
financial
security.
Adapting
educational
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institutions to the needs of children with
disabilities, especially healthy ones, is a
complex process. To be able to realistically
assess the situation, let's approach the
situation based on a certain complexity. We
know that educational institutions in our
country are multi-storey, and children with
disabilities who move in wheelchairs or
crutches cannot use this staircase on their own.
At the same time, we must openly admit that
most mainstream schools do not have lifts. In
addition, classroom and laboratory chairs and
equipment were not tailored to the subjective
needs of students with special needs.
Not all general education schools are equipped
with special projectors that enlarge fonts and
pictures for children with visual impairments.
This process is explained, on the one hand, by
the fact that this form of education is less
practical in our country, and on the other hand,
by the unsatisfactory material and technical
support of educational institutions. A number
of positive steps are being taken in our country
to develop special education. In particular, the
development of flexible educational programs
for children in need of physical assistance;
Monitoring the implementation of the
developed programs at the state level;
Optimization of the process of working
with certain categories of children on the
basis of additional benefits, bonuses;
Improving the quality of textbooks for
children in need based on national
educational standards;
This includes expanding partnerships with
international organizations specializing in
working with children with disabilities.
In short, the goal of inclusive education is to
ensure and ensure that children with
disabilities also receive effective education in
public schools. In our opinion, the following
measures are priority for the effective
organization of special education in our
country. Initially, it is desirable to develop the
necessary scientific skills in the form of
inclusive education among educators. The fact
that these processes are carried out on the
basis of national conferences and international
conferences with the participation of public
education authorities ensures the seriousness
of approaches in this area. To create a medical-
psychological-pedagogical
commission
to
identify
children
with
developmental
disabilities in conjunction with the regional
department of the Ministry of Public
Education. The identification of children with
disabilities (3-7 years old) for the purpose of
learning in joint groups and classes plays an
important role in the development of inclusive
education. The importance of the issue here
lies in the fact that the placement of children
with disabilities with early detection in an
educational institution requires medical and
psychological vigilance. This is due to the fact
that today our national educational standards
lack
sufficient
methodological
recommendations, teaching aids, and industry
programs for teaching this category of children
in general education schools and ensuring their
effective education. One area that should be
considered is the development of criteria for
assessing their performance in secondary
school. Inclusive Education Centers under the
Ministry of Public Education are now working
to address these issues.
The main activities of such a center are:
Implementation of inclusive education in the
education system of the Republic of
Uzbekistan by organizing various conferences
and trainings for teachers and educators
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working in the field of education for children
with disabilities;
Development of textbooks for children
with disabilities;
Creation of experimental sites for children
with disabilities;
Development of a separate development
plan for the child;
Provision of consulting services to teachers
and parents;
Development
of
guidelines,
recommendations, plans for working with
children with disabilities in special schools;
providing information on legal activities
and social protection;
Cooperation with public and state
organizations working in the field of
education of children with disabilities;
Coverage of existing shortcomings in the
education of children with disabilities in the
media;
Cooperation
with
international
organizations;
Introduction of experience in the field of
special education.
In general, one of the most important tasks of
inclusive education in our country is to provide
comprehensive support to children with
disabilities and thus adapt them to a healthy
society. In this regard, in 2001, the Republican
Center for Inclusive Education established the
Center for Inclusive Education Resource in
cooperation with UNESCO. The tasks of this
center are as follows. promoting the
organization of education for children with
disabilities who are not involved in education;
Providing inclusive classrooms and groups
with teaching materials;
Providing practical and methodological
assistance to local resource centers;
Organization
of
various
activities,
counseling for parents of children with
disabilities on the upbringing of their
children, preparation for school and social
life;
Establishment of inclusive classes and
groups in secondary schools for the
purpose of education of children and
adolescents with disabilities, vocational
training, integrated education, etc.
In conclusion, it should be noted that everyone
has the right to education [6].
In this regard, in accordance with the Decree of
the President of the Republic of Uzbekistan
dated April 29, 2019 No PF-5712 "On approval of
the Concept of development of public
education in the Republic of Uzbekistan until
2030"
Development
of
education,
improvement of the education system for
children with special educational needs and
improving the quality of educational services
provided to them is becoming one of the most
important issues of the education system. In
order to ensure free education of children with
disabilities in secondary schools, the concept
of developing inclusive education in the public
education system for 2020-2025 was adopted.
The application of the concept to the lives of
children with physical disabilities serves their
social integration. The concept will be
implemented in two stages, including:
a) During the period from 2020 to 2022:
The regulatory framework in the field of
inclusive education will be improved;
Qualified teachers will be trained, retrained
and retrained for the inclusive education
system;
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The material and technical base of institutions
with inclusive education will be strengthened,
they will be provided with special devices
(lifting devices, ramps, handrails, etc.), the
necessary literature, manuals, equipment for
training in various professions ;
Modern information and communication
technologies and innovative projects will be
introduced in the field of inclusive education;
The right to education of children with special
educational needs, the formation of a positive
social environment among the population by
explaining the essence of inclusive education;
Measures will be taken to discriminate against
children with special educational needs and to
prevent them from being abused;
The system of inclusive education will be
introduced on a pilot basis in the activities of
individual educational institutions;
b) From 2023 to 2025:
The system of inclusive education will be
gradually introduced in other general
secondary schools;
Measures will be taken to ensure the right of
every child with special educational needs to
inclusive education;
Teaching methods in inclusive education will be
improved
and
the
principles
of
individualization will be gradually introduced
into the educational process;
In the process of inclusive education, measures
are taken to educate students spiritually and
morally, to form them physically healthy and
strong;
Specialized state educational institutions
(schools and boarding schools) for children
with special educational needs based on the
physical and mental needs of students and the
geographical
location
of
educational
institutions
(hereinafter
-
specialized
educational institutions) number is optimized
[7].
From the academic year 2021/2022:
Education of children with special educational
needs in primary correctional classes is based
on adaptive curricula;
special pedagogical staff units will be allocated
through the gradual optimization of the staff
of specialized educational institutions in
secondary schools with an inclusive education
system for children with special educational
needs and the opening of basic correctional
classes;
In order to develop the potential of children
with special educational needs, secondary
schools with an inclusive education system
may develop individual curricula for these
students with the participation of them and
their parents (legal guardians);
Special educators and tutors (assistant
pedagogical staff) closely assist children with
special educational needs in mastering
individual educational programs;
Volunteers with appropriate qualifications as
tutors (assistant pedagogical staff) and senior
students in the field of pedagogy of higher
education institutions are involved in the
inclusive education system on a voluntary basis
during the pedagogical practice. one of the
parents (their legal representatives) of
children with special educational needs is
included in the Supervisory Board of secondary
schools where the system of inclusive
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education has been introduced and basic
correctional classes have been opened;
Based on the needs of persons with disabilities,
up to two percent of the total state enrollment
rate for vocational education institutions is
allocated to these persons;
The calculation of salaries of teachers who
teach students individually at home is carried
out in accordance with the procedure
developed by the Ministry of Public Education
and the Ministry of Finance.
CONCLUSIONS
Summarizing the above, it can be concluded
that the protection of children's rights in our
country is carried out at the level of state
policy. As a logical follow-up to this idea, it is
appropriate to cite the main directions of state
policy in this area. State policy on protection of
the rights of the child The main directions of
the state policy on protection of the rights of
the child are:
Ensuring the rights, freedoms and
legitimate interests of the child;
Protection of life and health of the child;
Not to discriminate against the child;
Protection of the honor and dignity of the
child;
Ensuring equal rights and opportunities for
children;
Improving the legal framework for the
guarantees of the rights of the child;
Ensuring compliance with the documents;
Ensuring openness and transparency of the
activities of state bodies and their officials
to ensure and protect the rights, freedoms
and legitimate interests of the child;
To promote the physical, intellectual,
spiritual and moral development of
children;
Training, advanced training and retraining
of personnel working in the field of
protection of children's rights;
Fostering in children a sense of patriotism,
citizenship, tolerance and peace;
To acquaint the child with the historical and
national traditions, spiritual values and
achievements of world culture of the
people of Uzbekistan;
Development of the child's personality, his
scientific, technical and artistic creativity;
Support for children's initiatives;
Formation of legal consciousness and legal
culture in the child;
Cooperation
between
government
agencies and non-governmental non-profit
organizations to ensure the rights of the
child;
Development
of
cooperation
with
international organizations working in the
field of protection of children's rights;
Assistance in children's social skills,
reduction of juvenile delinquency [8]. It is
important to note that when the lives and
futures of children and young people are
taken into account, the history of that
country is strong and its future is great.
REFERENCES
1.
Speech of the President of the Republic of
Uzbekistan Shavkat Mirziyoyev at the
Youth Forum of Uzbekistan. 26.12.2020
2.
Law of the republic of Uzbekistan on
guarantees of the rights of the child 3-M.
3.
Law of the republic of Uzbekistan on
education 23.09.2020 20-m.
4.
From the article by Dilmurod Yusupov,
PhD student, Institute for Development
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Studies,
University
of
Sussex,
UK.Gazeta.uz
5.
Convention on the Rights of the Child 29-
M.
6.
Article 41 of the Constitution of the
Republic of Uzbekistan.
7.
About measures for further improvement
of system of education of children with
special educational needs Resolution
.13.10.2020
8.
Law of the republic of Uzbekistan on
guarantees of the rights of the child 4-M.
07.01.2008
