Volume 04 Issue 09-2024
21
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
21-27
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article analyzes the essence of the education system in Uzbekistan, the organization of the special education
system, the conditions of special and inclusive education, and the quality of the work carried out in the education
system. Work carried out in special schools, factors of environmental education formation, ways of teaching
environmental education in special schools were considered.
KEYWORDS
Educational system, special education, special support, environmental education, visually impaired, speech impaired,
mentally retarded, student, lesson.
INTRODUCTION
The Law of the Republic of Uzbekistan "On Education"
in the National Program of Personnel Training (5) sets
requirements for the continuous education system to
educate citizens who have matured in all respects,
adapted to life in society, and feel responsible for
society. :
• development and implementation of effective forms
and methods of spiritual and moral education of
learners and educational work;
• acceleration of training using new pedagogical and
information technologies, modular system of training;
Research Article
SPECIAL EDUCATION SYSTEM OF UZBEKISTAN AND ENVIRONMENTAL
EDUCATION
Submission Date:
Aug 30, 2024,
Accepted Date:
Sep 04, 2024,
Published Date:
Sep 09, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue09-04
Parida Pulatova
Tashkent State Pedagogical University named after Nizami, Faculty of Special Pedagogy and Inclusive
Education, Professor of the Department of Oligophrenic Pedagogy, Candidate of Pedagogical Sciences,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 09-2024
22
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
04
ISSUE
09
P
AGES
:
21-27
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
• to ensure the humanitarian orientation of education
based on the rich spiritual and intellectual heritage of
the nation and universal values;
• development and introduction of new types of
didactic and informational support of teaching-
methodical complexes and the educational process;
• providing high
-quality educational literature and
advanced pedagogical technologies during the
educational process;
• development of spiritual and moral qualities of
learners at all levels and stages of education based on
the principles of national independence and the rich
intellectual heritage of the nation and the priority of
universal values;
• improvement of legal, economic, ecological and
sanitary-hygienic education and upbringing of learners
at all levels of education;
• training of highly qualified pedagogical personnel,
fundamentally improving the personnel potential of
the educational system, increasing the professional
prestige of pedagogues, providing educational
institutions with specially trained qualified pedagogical
personnel, and creating an environment based on
competition in their activities. .
Attention to child education on a global scale begins
from ancient times. Ancient Greek scientists
Archimedes, Aristotle, Socrates, and Plato are its
representatives.
In
fact,
they
deeply
and
comprehensively justified the importance of voluntary,
active acquisition of knowledge by the child.
Especially in Central Asia, attention has been paid to
the problems of child education and environment.
The holy book of the Zoroastrian religion "Avesta" is a
true collection of our spirituality. Because it reflects
thoughts about the various aspects of the spiritual and
spiritual world of a person.
In the Avesta, teachers and teachers are praised as
schools of spirituality: "In the cities and villages,
moreover, in the whole country, teachers who teach
the people about spirituality, because they follow that
path, they bring akhoms to every house and We praise
and applaud them for their honor."
Abu Nasr Farabi, Abu Rayhan Beruni, Mahmud al-
Zamakhshari, Abu Ali ibn Sina, Yusuf Khas Hajib, we are
scholars of the East (Abu Nasr Farabi, Abu Rayhan
Beruni, Mahmud al-Zamakhshari, Abu Ali ibn Sina,
Yusuf Khas Hajib and others) The teachings and
teachings of encyclopedic scientists are of particular
importance due to the breadth of their content and
meaning, the strength of logic, their depth, their
influence, and the fact that they are built on the basis
of universal human values.
The
above-mentioned
pedagogical
views
on
education, all the ideas presented also apply to
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OCLC
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Publisher:
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Servi
environmental education and education for visually
impaired, hearing impaired, and mentally retarded
students, because the upbringing of an unhealthy
child, a healthy one is closely related to the laws of
child education, no one can deny that.
In raising the scientific and spiritual potential of the
Uzbek people, in-depth study of our past scientific and
cultural heritage, history, and the use of the views and
ideas of Eastern thinkers are of great importance.
Thus, the spiritual heritage embodied in the
pedagogical views of Eastern thinkers, advanced ideas
about child education, contributed a great deal to the
development of science in the time they lived, and has
lost its importance to the present day. 'q. Their above-
mentioned, albeit brief, instructive ideas served as the
theoretical and methodological basis of our research.
From the theoretical analysis, an exemplary idea for us
is that the object of the field of special pedagogy is the
education of children with poor vision, hearing, mental
retardation, and healthy individuals. it is the same as
the general laws of education and, unlike them, it also
has its own methodological features. (correction-
rectification, compensation-replacing the work of
unhealthy organs with healthy organs, for example:
sensation if the eyes are blind, through the skin of the
hand (in Braille), eyes if the ears are not hearing,
articulation , through gestures, in case of mental
retardation through all analyzers (educational
methods based on sight, smell, skin sensations).
This general idea is one of the ideas that justify the
pedagogical nature of the topic we have chosen. After
all, every member of the society is a product of one
specific socio-historical period, and his physical and
spiritual defects and defects are also integral to the
social, economic, cultural and educational conditions
created by the period in which he was born and grew
up. depends.
Also, on the basis of ecological knowledge, spiritual
and moral education of special school students should
be inculcated in their minds with the help of one of the
special, socio-pedagogical principles, universal and
national values, and formation of practical skills in
them. Ethnopsychological characteristics of the Uzbek
people, kindness, unbiased help to the needy,
generosity, respect for science and people of science,
in relation to non-social situations alien to their psyche
- alcoholism, smoking, prostitution, extravagance,
laziness, etc. is to form the characteristics of
intolerance.
In the works of Eastern philosophers and scientists of
various fields, these traditions of our people lie on the
ground of advanced ideas aimed at bringing up
physically and spiritually healthy members of society.
use in the formation process is one of today's urgent
tasks.
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OCLC
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Publisher:
Oscar Publishing Services
Servi
Also, spiritual and moral education of special school
students is one of the special, socio-pedagogical
principles, inculcation of universal and national values
in their consciousness and formation of practical skills
in them. Ethnopsychological features of the Uzbek
people include kindness, unselfish help to the needy,
generosity, respect for science and people of science,
and non-social situations foreign to their psyche -
alcoholism, smoking, promiscuity, extravagance,
laziness, etc. has been showing signs of intolerance. It
is known that teaching principles are a complex of
knowledge about the structure and essence of the
special education system, its laws and regulations, as
well as organizing activities and managing practice.
The rule of state educational standards is that
everyone has an opportunity to get an education.
As stated in Article 4 of our new law, in the Republic of
Uzbekistan, regardless of social origin, gender,
language, age, race, belief and religion, social status,
type of occupation, place of residence, and how long
they have been living in the territory of the Republic
that everyone is guaranteed equal rights to education.
The conditions for admission to educational
institutions are determined by the rules approved by
state administration agencies. And for parents, it is
guaranteed that they will teach their children in the
schools of their choice, in the language of their choice.
The educational system of the Republic of Uzbekistan
is organized in accordance with the educational
standards of the countries of the world.
Compulsory primary education (in the size of nine
classes).
In 1930, elementary, seven-year in 1949, eight-year in
1958, secondary general compulsory education in 1970
were founded. Starting from 1984, eleven years of
compulsory education was introduced.
Thanks to independence, there have been changes in
this matter as well. The new law approved nine years
of compulsory education instead of eleven years of
compulsory education.
Compulsory basic education gives students the right to
continue their studies in secondary educational
institutions, various vocational and secondary special
educational institutions.
A unified and (differential) differentiated approach to
the selection of educational, spiritual and physical
education programs.
Promotion of knowledge and talent.
Respect for educators and learners.
The methodological principle of socio-economic
development occupies a leading place in the
organization of environmental education in special
schools.
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OCLC
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Publisher:
Oscar Publishing Services
Servi
This principle:
*fundamental reform of the field of special education,
determination of the content of ecological correctional
education in accordance with the level of current
demand;
* during the implementation of ecological education in
special schools, the idea of national independence,
kindness to the flora and fauna, the environment,
loyalty to the Motherland, the sky, the earth, the clean
air, the clear water , it implies the implementation of
tasks such as the formation of human qualities,
instilling in the minds of people, such as the careful
preservation of gardens, mountains, and the
protection of natural resources.
The principle of humanizing the content of
environmental education in special schools:
*incorporating the content of ecological education and
upbringing with humanitarian ideas and standards;
*developing the personality of special school students
(visually impaired, hearing impaired, mentally retarded
students) at the level of their capabilities, ultimately
creative and socially active, understanding and
analyzing various life situations, goal-consciously
independent , forming a person who can get it right;
*allows to implement correctional formation and
development of ecological knowledge, ecological
culture, positive human qualities and characteristics,
based on the needs, unique interests and capabilities
of each person.
The principle of democratization of environmental
education in special schools:
Non-discrimination of defectologists-teachers and
visually impaired, hearing impaired, mentally retarded
students, equality of civil rights, giving students the
right to choose, express their opinion and point of
view.
The principle of individualization and differentiation of
ecological education requires the combination of
individual and group approach in the process of
correctional education in special schools. Therefore, it
is necessary to follow the principle of consciousness in
the process of implementing environmental education.
The principles of teaching ecological knowledge in
special schools are based on the laws and regulations
of teaching.
The laws and regulations of teaching prepare the
ground for the development of the theoretical
foundations of the principles of teaching and their
application to special pedagogical practice.
As it is the goal and prospective result of the laws in all
aspects, the implementation of environmental
education is also considered a logical component of
special pedagogy, which includes the objective,
external, internal, specific and relative connections of
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Servi
the special correctional pedagogical process.
reflecting, correctional education in special schools
determines the integrity of the content, methods,
tools and forms of the process, the organization and
management of this process on a scientific basis, the
results to be obtained and the ways to increase
efficiency.
CONCLUSION
In conclusion, it can be said that the special educational
institution in Uzbekistan is under the protection of the
law, the formation and development of education is
carried out directly by the state. It is the task of the
pedagogue to explain the essence of ecological
education in special educational institutions and the
essence of ecological education to students. One of
the special, socio-pedagogical principles in the
implementation of environmental education in special
schools is to inculcate universal and national values in
their minds and to form practical skills in them.
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