ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
119
REHABILITATION IN INCLUSIVE EDUCATION. COMPARATIVE
ANALYSIS OF INTEGRATION AND INCLUSION
Azamova Nazira Nasrullaevna
Tashkent city,Yashnabad district
Non-governmental educational organization
Director of IT Park School
https://doi.org/10.5281/zenodo.14020956
Annotation:
This article is about inclusive education, inclusive classrooms
value all students as capable learners and contributors to society. It focuses on
understanding their differences, appreciating their individual similarities and
differences, and thus reading and learning.
Key words:
inclusive, integrated education, education, teaching,
classroom, pedagogy.
Аннотация:
Эта статья посвящена инклюзивному образованию,
инклюзивным классам, в которых все учащиеся ценятся как способные
ученики и вносят свой вклад в общество. Они сосредоточены на
понимании их различий, оценке их индивидуальных сходств и различий, а
значит, на чтении и обучении.
Ключевые слова:
инклюзивное, интегрированное образование,
воспитание, обучение, класс, педагогика
The terms 'inclusive' and 'integrated' used synonymously. However,
philosophically, there is a huge difference between these concepts. Placing a
child with disabilities in a normal environment is the first step towards
inclusion. The inclusion of children with disabilities in mainstream education
referred to as “inclusive” or “integrative” education. To define the term
“integration”, let us turn to the dictionary “Pedagogical Dictionary” by G.M.
Kaidasparov, who defined this concept? It considers “integration of groups” and
“regulation of relations between individuals in a group” and emphasizes that
integration can be implemented only by creating humane relations and positive
public opinion in this group. In recent years, serious attention paid to the
education of children with disabilities in general education on an equal basis
with all their peers, and inclusive education has been widely publicized through
the media. In this regard, parents have expressed a desire to educate their
children in integrated and inclusive groups and classes in the general education
system.
Integrated education is the process of a child with special needs
attending school, which focuses on the problem of getting the child to school. In
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
120
integrated education, the child seen as a problem. This educational system has
the following forms: Physical integration.
This form of integration aims at reducing the physical difference between
disabled and handicapped children. A special department or class for disabled
children organized next to the regular school. Functional integration. This form
aims to reduce functional problems between disabled and non-disabled
children. Social integration. This form of integration aims to reduce social
problems and supports interaction between disabled and non-disabled children.
For example, community integration. Effective inclusion ensures inclusive
education for all students regardless of ability, race, language ability, economic,
ethnic, cultural and religious beliefs, gender, learning style, religious beliefs,
family structure, and sexual orientation. Inclusive programs provide all students
with access to education. Stimulating, engaging, and adaptive curriculum that
helps them succeed in society. (Fisher and Frey, 2001; Roach, Salisbury and
McGregor, 2002).
Effective inclusion is a team effort; It involves a collaborative
community of educators and other professionals, students, families, and
community organizations (Hunt, Soto, Meyer, & Dering, 2003; Jackson, Rindek, &
Billingsley, 2000). Inclusion aims to create a community of learners that is
responsive to the needs of students in general education classrooms (Sepon-
Shevin, 2003). People cooperate and work together and create community. They
constantly interact, share resources, commitments, and experiences, and work
together to solve certain problems for the benefit of students (Hunt et al., 2000;
Ruder, 2000). Public education departments support, provide time and
resources to work together to restructure (re-adapt) programs to meet the
needs of learners.
The study found that those who were included in special education classes
at a university school had more positive outcomes in the area of experience than
participants included in a regular classroom.
Selection for inclusive education
therefore requires precision, as some types of education are more effective
others. This means that full inclusion of children with disabilities in education
leads to negative situations. A number of accommodation methods used to
ensure the right to necessary education. The results of both studies confirm that
educating children with disabilities in regular classrooms is morally impossible
for the realization of an individual's right to education. Inclusive education
ensures that children with special needs receive education and upbringing on
equal rights with children with normal development. This is why it is important.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
121
The “Universal Declaration of Human Rights” adopted by the UN in 1948
specifically recognized that “Education is a fundamental and inalienable right of
every human being”. Since the “Universal Declaration of Human Rights”
guarantees the rights and freedoms of all human beings, established that all the
provisions of this Declaration also apply to people with special needs. In order
to further strengthen and guarantee the rights of persons with disabilities, the
UN adopted the Declaration on the Rights of Persons with Disabilities in 1975.
This Declaration states: “The right to respect for the person of persons with
disabilities is available to them from birth.
Irrespective of the origin, nature and
degree of the disability, a citizen has the same rights as his or her peers, and at
the same time, they are entitled to live in dignity to the fullest extent possible.
“Schools should accept all children, regardless of their physical, mental, social,
emotional, linguistic or other disabilities. This includes children with mental and
physical disabilities, homeless children, nomadic children, children from
ethnically or culturally disadvantaged families.” The Salamanca Declaration and
Plan of Action on Inclusive Education for Children with Special Needs in General
Education emphasizes that every child has different needs from others and that
every child has the right to go to a school close to his or her place of residence.
Similarly, to protect the rights of children, the UN adopted the “Convention on
the Rights of the Child” in 1989. “The Convention on the Rights of the Child” is an
international human rights treaty designed to protect the rights of children
around the world. It ratified by almost every country in the world. The 191
countries that have ratified the Convention have voluntarily pledged to
implement the provisions of the “Convention on the Rights of the Child” through
administrative legislation, courts and other measures.
The Convention on the Rights of the Child is comprehensive and
multifaceted and is the only Convention that provides civil, political, economic,
social and cultural aspects of human rights for all children. This convention is
strictly enforced.
“Continuity of education is the key to the new global economy.
“Education is fundamental to development, social progress and human
freedom.” In many countries, education in general education schools is included
in the plan of scientific and practical state policy in order to develop
compensatory possibilities of high achievable development of children with
special needs and full social integration. According to L.S. Vygotsky, the task of
educating a disabled child is to compensate for the child's shortcomings and
ensure his/her integration into life, and for this purpose, it is necessary to create
such an educational system in the process of educating a child with special
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
122
needs. Let him/her develop in all respects. That is, L.S. Vygotsky recognized the
creation of an educational system that harmonizes general and special
education/education of children in need of special help in the system of general
education.
The policy of development of integrated (inclusive) education in
Uzbekistan based on the following principles: recognition of integrated
(inclusive) education as an important factor of sustainable development.
Rehabilitation, adaptation and integration of children with disabilities
integration of all strategic forces, state and non-state structures, the public in
order to preserve and develop integrated (inclusive) education; accessibility of
integrated (inclusive) education for all, adaptation of the educational system to
the needs of children with disabilities. Integration of all strategic forces, state
and non-state structures, and the public in order to maintain and develop
integrated (inclusive) education; accessibility of integrated (inclusive) education
for all, adaptation of the educational system to the needs of children with
disabilities.
Specialists of the psychological-medical-pedagogical commission
entrusted with the task of studying and diagnosing the mental and physical
condition of the child, and comprehensive examination of the child,
recommendations given on the education of children and the determination of
appropriate educational conditions for them.
Thus, for the effective inclusion of a child with special needs in the sphere of
general education it is necessary: from an early age to begin corrective
measures, allowing achieving positive results in the development of the child,
medical-psychological-pedagogical for each child engaged in general education
organization of education, i.e. constant accompaniment of specialists. Based on
the mental and physical development and educational needs, it is necessary to
ensure the selection of the necessary forms of upbringing and education for each
child. Any form of involvement of the child in the educational system should be
simple and useful for him/her and at the same time should not interfere with the
quality education of his/her peers developing in the conditions of inclusive
education.
Literature:
1. R.Sh. Shomakhmudova. Methodological manual “Special and inclusive
education”. Т: 2011.
2. Muminova L.R. Inclusive education. Т.:- 2014.
3. Ture Jonsson. Inclusive education. Т. -2003.
4. Shomakhmudova R.Sh. Methodical manual “Special and inclusive education”.
T.: -2011.
