THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE08
102
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 19-08-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue08-08
PAGE NO.: - 102-106
CHARACTERISTICS OF IMPLEMENTATION
OF INCLUSIVE EDUCATION IN UZBEKISTAN
AT THE PRESENT STAGE
Dilbar Nurkeldieva
Professor, PhD, Tashkent State Pedagogy named after Nizomi university,
Tashkent, Uzbekistan
INTRODUCTION
When Inclusion (from inclusion) is the process of
involving people with physical and mental
disabilities in full social life, as well as the
development and adoption of specific solutions for
this. When we call an environment, school or space
inclusive, we mean that all people have equal
access to it and can belong to it.
From the point of view of the inclusive approach,
disability is a social problem, and the concept of
"disabled" itself appears when a person with a
disability is faced with the inability to perform
certain actions due to limitations in the
environment. In an inclusive society, we need to
change the environment, not the person. Thus,
inclusion becomes a concept that covers not only
infrastructure, but also education, workplaces, and
public spaces.
The main results and findings
Inclusive education means that all children,
regardless of nationality, physical and mental
characteristics, are included in the general
education system and study with their peers in
regular schools in their place of residence. At the
same time, specialized schools should not be
closed - parents can choose which educational
system they prefer for their children.
Mutual respect, tolerance, helping each other,
teaching each other what they don't know, creating
conditions that can develop the potential of all
students are recognized as the main values of
inclusive education.
According to the World Health Organization, about
1 billion people (or 15 percent of the world's
population) have a disability, and more than 100
million of them are children. The rights of persons
with disabilities are protected by the Convention
on the Rights of Persons with Disabilities, adopted
by the United Nations in 2006. In Uzbekistan, it
was ratified by the Law of the Republic of
Uzbekistan No. 695 dated June 7, 2021. According
to this document, the countries that have signed it
RESEARCH ARTICLE
Open Access
Abstract
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE08
103
https://www.theamericanjournals.com/index.php/tajssei
must ensure equality, access, education and work,
participation in cultural life and individual
mobility to people with disabilities.
The main principles of the Convention include::
• respect for human dignity and freedom of cho
ice;
• non
-discrimination;
• effective participation in society;
• respecting the characteristics of persons with
disabilities;
• equality of opportunities;
• gender equality.
In September 2015, the UN adopted a new
sustainable development program with 17 goals to
be achieved by 2030. All of them can be called
inclusive because they are designed to ensure
equal opportunities. Seven of them are directly
related to people with disabilities, providing health
care and education opportunities for the
population. So, both on paper and in the plans of
public organizations, there are calls to create an
inclusive environment and community.
The Salamanca Declaration on Principles, Policies
and Practices in Education for People with Special
Needs, adopted in June 1994 and considered one of
the main documents supporting inclusive
education for children, states: . At the same time,
creating positive communities, building inclusive
societies and providing education for all;
moreover, they provide a meaningful education for
many children and increase the efficiency and
ultimately the economic efficiency of the education
system.'
The practice of inclusive education in our country
goes back centuries. For example, we know from
history that the great medieval scholar al-Bukhari
was visually impaired, but this did not prevent him
from studying in a madrasah.
In our republic, serious attention is paid to the
issues of children with developmental problems
who need special support being brought up along
with their healthy peers, mentally, morally, and
physically matured and ready for social life. In
recent years, the government has been taking steps
to create an inclusive education system and to
introduce an inclusive education policy in order to
ensure that every child receives quality education
that meets their needs. In a number of laws of our
country, social support for children in need of
special assistance, education, being among healthy
children, demonstrating their abilities and
potential, and achieving spiritual maturity are
defined.
In particular, in order to create the legal basis for
the introduction of inclusive education based on
today's requirements, the concept of inclusive
education was included in the newly revised Law
of the Republic of Uzbekistan "On Education" for
the first time.
PF-5270 of the President of the Republic of
Uzbekistan dated December 1, 2017 "On measures
to fundamentally improve the system of state
support for persons with disabilities", PF-5712
dated April 29, 2019 "On the Concept of developing
the public education system until 2030". No. PF-
6108 dated November 6, 2020 "On measures to
develop the fields of education and science in the
new development period of Uzbekistan", No. PF-60
dated January 28, 2022 "Development strategy of
New Uzbekistan for 2022-2026 on" decrees,
approved by the Decree of the President of the
Republic of Uzbekistan No. PQ-4860 of October 13,
2020 "The Concept of Development of Inclusive
Education in the Public Education System in 2021-
2025, No. 638 of the Cabinet of Ministers of the
Republic of Uzbekistan of October 12, 2021
"Education of Children with Special Educational
Needs The decision "On approval of normative
legal documents related to education" and other
documents define the tasks of personnel issues,
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE08
104
https://www.theamericanjournals.com/index.php/tajssei
modernization
of
educational
content,
implementation of inclusive education, methodical
and didactic provision of the process.
In order to develop inclusive education in
Uzbekistan, to improve the educational system for
children with special educational needs and to
increase the quality of educational services
provided to them, the Presidential Decree of the
Republic of Uzbekistan dated 13.10.2020 "On
measures to further improve the system of
education for children with special educational
needs" Decision No. 4860 was adopted.
The decision approved the Concept of
Development of Inclusive Education in the Public
Education System in 2020-2025 and the
"Roadmap" for the Implementation of the Concept
of Development of Inclusive Education in the
Public Education System in 2020-2025.
In the concept of development of inclusive
education in the public education system in 2020-
2025, the following tasks were defined to improve
the quality of educational services provided to
children with special educational needs:
✓
developing
and
approving
requirements for the buildings of educational
institutions where children with special
educational needs are educated;
✓
implementation of measures aimed
at providing educational institutions where
children with special educational needs are
educated with the necessary literature, methodical
manuals, equipment and supplies for training in
various professions;
✓
organization
of
an
inclusive
education system for teaching children with
special educational needs, providing general
education institutions with special equipment
(elevating device, ramp, handrail, etc.), as well as
relevant personnel (special pedagogue, specialists
in psycho-pedagogical observation of children);
✓
gradual provision of boarding
schools with special equipment for adaptation and
integration of children with special educational
needs.
In the 2021/2022 academic year, the inclusive
education system was introduced as an
experiment in a total of 42 general education
schools in the city of Tashkent and its districts. 76
students were admitted to inclusive classes in
these schools.
An inclusive education laboratory was established
at the Republican Vocational Guidance and
Psychological-Pedagogical Diagnostic Center. The
Laboratory of Inclusive Education issued
methodological recommendations for leaders,
psychologists and teachers on the topic "Criteria
for determining the quality and effectiveness of
inclusive
education",
"Using
innovative
technologies in the inclusive education of children
with special needs" and 17 titles for inclusive
classes, 28 types of adaptation programs for
correctional 1st grades, Also, a training manual
"Let's hear, see, speak beautifully" has been
developed for correction work in inclusive classes.
The reality, however, is still a long way from the
declared principles and inclusion. Almost 40
percent of the total population of Uzbekistan (32.6
million people) are school-age children under 16
years old. However, only 82,000 children are
legally recognized as disabled children in
Uzbekistan, which is 0.85% of the number of
school-aged children. In 2015, 30,257 children
with disabilities received education in general
schools. However, 7,399 registered school-age
children with disabilities are excluded from the
general education system. 179,608 children
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE08
105
https://www.theamericanjournals.com/index.php/tajssei
studied in special schools and boarding schools.
14,636 of them studied in special boarding schools,
3,324 in special schools. Only 6,600 children
received legal disability status, while 9,638
children were taught at home by secondary school
teachers.
A distinctive feature of inclusive education is that
it focuses on children, not on the curriculum. This
is achieved through pedagogy that meets the needs
of every child, including children with disabilities
and those who need additional support. It is
important to encourage specialists to continue
working and attract new teachers.
However, it cannot be said that the situation is not
moving in a better direction. Inclusion is a
powerful trend that is gradually changing the
environment, pedagogy, attitude towards children,
work and public space in Uzbekistan. Museums
and exhibition halls strive to provide access to
exhibitions for all people with disabilities, that is,
to be inclusive.
CONCLUSION
For many years, the dominant medical approach to
disability assumed that children with disabilities
did not fit into mainstream schools and therefore
required special education facilities, teachers and
activities. It became a problem in the system that
had to be solved so that the child would not
interfere with others. In turn, the social approach
in pedagogy and inclusion identified the
educational system itself as a problem: the lack of
a support system for children with disabilities, the
inflexibility of programs and educational
standards, and as a result, the unavailability of
education for a large group of children.
Education, socialization and integration of children
with developmental disabilities in general
education or specialized educational institutions is
under the constant attention of the state.
The government of Uzbekistan has set a goal of
achieving inclusiveness in at least 51% of the
country's schools by 2025.
We hope that the efforts of our state to provide
social protection, correction and rehabilitation of
children with various forms of disabilities and in
need of treatment and rehabilitation, and to ensure
the return of children with disabilities to general
education schools with inclusive education will be
successfully implemented.
REFERENCES
1.
Law of the Republic of Uzbekistan "On
Education".
T.:
"2020
https://www.lex.uz/acts/16188.
2.
The Law of the Republic of Uzbekistan "On
Guarantees of Children's Rights". T.: 2008.
https://lex.uz/acts/1297315.
3.
Decision of the President of the Republic of
Uzbekistan dated 13.10.2020 No. PQ-4860 "On
measures to further improve the system of
education for children with special educational
needs". https://lex.uz/ru/docs/5044711.
4.
Nations U. Transforming our world: The 2030
agenda for sustainable development //New
York: United Nations, Department of Economic
and Social Affairs.
–
2015.
5.
UNESCO. The Salamanca Statement and
Framework for action on special needs
education: adopted by the World Conference
on Special Needs Education; Access and
Quality. Salamanca, Spain, 7-10 June 1994.
–
Unesco, 1994.
6.
Meliyeva Sh.M. Inclusive education in
Uzbekistan / Sh.M. Meliyeva // Education
throughout life: continuous education in the
interests of sustainable development. - 2013. -
No. 2. - P. 32-33.
7.
Makhmutkhodjaeva L.S. Issues of improving
the inclusive education system in Uzbekistan /
L.S. Makhmutkhodjaeva // Open education. -
THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE08
106
https://www.theamericanjournals.com/index.php/tajssei
2022. - Vol. 26. No. 2. - P. 52-68.
8.
Muminova L.R. Experience of the Republic of
Uzbekistan in the transition to inclusive
education / L.R. Muminova, Z.F. Uzakova //
Inclusion in education. - 2019. - Vol. 4. No. 2. -
P. 15-24.
9.
Muminova L.R., Nurkeldieva D.A. Inclusion:
Results-
oriented education// “Bola va zamon”,
2019, No. 1, pp. 15-19.
10.
Nations U. Convention on the Rights of Persons
with Disabilities //European journal of health
law.
–
2007.
–
T. 14.
–
№. 3. –
S. 281-298.
11.
Alekhina S.V. Inclusive education: from policy
to practice // Psychological science and
education. 2016. Vol. 21. No. 1. P. 136-145.
12.
Kadysheva O. Inclusive education in
Uzbekistan is gaining new momentum.
https://nuz.uz/obschestvo/16523-
mklyuzivnoe-obrazovashe-v-uzbekistane-
nabiraet-novye-oboroty.html.
