Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Implementing inclusive education for visual disabilities
in higher education
Kamola ABDURASULOVA
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received March 2024
Received in revised form
10 April 2024
Accepted 25 April 2024
Available online
25 July 2024
This article addresses the pressing need for inclusive education
at higher levels, particularly focusing on the inclusion of students
with visual impairments in Uzbekistan. Drawing on international
experiences from developed countries, it advocates for the
implementation of inclusive teaching practices to ensure equal
access to education for all students. The challenges faced by
students with disabilities in higher education settings are
discussed, emphasizing the importance of teacher training and
awareness programs. By adapting successful strategies from
abroad and partnering with local special schools, universities can
create a more welcoming and accessible environment for students
with disabilities. Ultimately, the article underscores the
transformative potential of inclusive education in fostering a more
equitable and inclusive society.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3-pp357-360
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
inclusive education,
visual impairment,
teacher training program,
learning needs of diverse
students,
integration in teaching.
Oliy
ta’lim
muassasalarida
ko‘rish
imkoniyati
cheklanganlar uchun inklyuziv ta’limni joriy etish
ANNOTATSIYA
Kalit so‘zlar
:
inkluziv ta'lim,
ko'rish qobiliyatining
zaifligi,
o'qituvchilarning malaka
oshirish dasturi,
turli o'quvchilarning
o'rganish jarayonidagi
ehtiyojlari,
o'qitish integratsiyasi.
Ushbu maqola yuqori darajadagi inklyuziv ta’limga bo‘lgan
dolzarb ehtiyojga, xususan, O‘zbekistonda ko‘rishda nuqsoni
bo‘lgan o‘quvchilarni qamrab olishga qaratilgan. Rivojlangan
mamlakatlarning xalqaro tajribalariga tayangan holda, u barcha
talabalar uchun ta’lim olishdan teng foydalanishni ta’minlash
uchun inklyuziv o‘qitish amaliyotini joriy etish tarafdori. Oliy
taʼlim muassasalarida imkoniyati cheklangan talabalar duch
keladigan muammolar muhokama qilinib, oʻqituvchilar
1
Teacher, Department of Innovative Technologies and Pedagogy, English faculty, Samarkand State Institute of
Foreign Languages. E-mail: kamolaabdurasulova97@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
358
malakasini oshirish va xabardorlikni oshirish dasturlari
muhimligi taʼkidlanadi. Xorijdagi muvaffaqiyatli strategiyalarni
moslashtirish va mahalliy maxsus maktablar bilan hamkorlik
qilish orqali universitetlar nogiron talabalar uchun yanada
qulay va qulay muhit yaratishi mumkin. Oxir oqibat, maqola
yanada adolatli va inklyuziv jamiyatni rivojlantirishda inklyuziv
ta'limning transformatsion salohiyatini ta'kidlaydi.
Внедрение инклюзивного образования для лиц с
нарушениями зрения в высших учебных заведениях
АННОТАЦИЯ
Ключевые слова:
инклюзивное
образование,
нарушение зрения,
программа подготовки
учителей,
учебные потребности
учащихся с различными
нарушениями зрения,
интеграция в обучении
.
В данной статье рассматривается острая необходимость
инклюзивного образования на более высоких уровнях,
уделяя особое внимание включению учащихся с
нарушениями зрения в Узбекистане. Основываясь на
международном опыте развитых стран, авторы выступают
за внедрение инклюзивной практики преподавания, чтобы
обеспечить равный доступ к образованию для всех
учащихся. В статье обсуждаются проблемы, с которыми
сталкиваются студенты с ограниченными возможностями
в высших учебных заведениях, подчеркивая важность
программ
подготовки
учителей
и
повышения
осведомленности. Адаптируя успешные зарубежные
стратегии и сотрудничая с местными специальными
школами,
университеты
могут
создать
более
гостеприимную и доступную среду для студентов с
ограниченными
возможностями.
В
заключение
подчеркивается преобразующий потенциал инклюзивного
образования в построении более справедливого и
инклюзивного общества.
Establishing a campus with accessibility for students with disabilities shows
the institution’s commitment to create a welcoming environment for all students.
Greg Sullivan
One of the most controversial issues regarding education that is waiting for
improvements around the world is education for disabilities, especially, at higher
educational levels. Implementing inclusive teaching at a higher level of education is
getting a well-spread way in developed countries such as Spain, France, Great Britain,
and China. For this form of teaching Iheaneho and Osourji (2008) provide their current
definition, according to it: “Inclusive education is a program that can enable learners with
or without disability to participate fully in the educational settings to meet their learning
needs. In addition, it creates equal facilities to overcome barriers to special needs
participants. It makes disabilities a part of the educational system (Rosenzweig, 2011)
considering the overall goal of inclusive education is to provide all types of students with
accessibility to education and active participation in society. Looking international
experience in this field and adapting it in the local universities would open a chance to
cover special need students and normal students in a single classroom.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
359
As Vaughn, Bos, and Schumm (2007) state “Just putting visual impairments in
general education classroom is not enough, there are facilities that should be done to
create a convenient sphere for them”. That is why, firstly, teachers are expected to make
a special effort to help them meet educational standards. Filling these gaps serves to
advance the accessibility of visual impairments in educational settings.
The second gap is connected with a teacher training program. According to
Garriott et al. (2003) to alleviate the misconceptions and fears teachers have while
teaching students with disabilities, teachers should be provided with knowledge and
skills that enable them to feel competent to accommodate the learning needs of a diverse
student population. For this Silverman (2007) proposes organizing a teacher training
program for university staff to work with disabilities. In our case organizing such
programs in partnership with local special schools for visual impairments may be helpful
to increase awareness of teachers who work with special needs learners. A two-month
training that is held once a week would be enough for university teachers to increase
their awareness in terms of how to work with disabilities. Teachers in ordinary
educational settings rarely make individualized plans for students with disabilities
(Schumm & Vaughn, 1991). Before entering higher education, they (visual impairments)
have been members of a society consisting of people like them. They get primary
education at specialized schools that are wholly adapted to teach and work with these
kinds of pupils. Everything from simple learning materials to teaching methods of
teachers is utilized considering their physical condition. Their presence at higher
educational levels increases twice responsibility of institute staff owing to the following
reasons:
A classroom would be a new sphere for this category of students.
–
what they used for learning at their schools assisted them, but in some higher
education settings, this matter is still under question.
It is undeniable truth when inclusive teaching is implemented correctly, it can
prove its benefits in various ways for not only students with visual disabilities but for the
educational system as a whole, therefore staff development and teacher training
programs should focus on why inclusive teaching is essential and how they can provide it
successfully.
Integration of inclusive teaching in a classroom does not mean changing the whole
teaching approach and direction that are in use, but it works as a supplementary tool to
the currently used method in a classroom that involves a learner with disability. In other
words, teachers’ choice of inclusive teaching does not destroy other able
-
bodied learners’
needs in education. It is for expanding the studying abilities of special needs learners. In
other words, inclusive education not only ensures equal access to learning but also
promotes active participation and integration of students with disabilities into
mainstream educational settings.
However, the journey towards inclusive education requires concerted efforts and
multifaceted approaches. Beyond mere inclusion in classrooms, there is a pressing need
for comprehensive teacher training programs to equip educators with the knowledge and
skills necessary to support diverse student populations effectively. Collaboration with
local special schools and international partners can further enhance awareness and
capacity-building initiatives.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
360
To conclude, the successful implementation of inclusive education holds
transformative potential, not only for students with disabilities but for the educational
system as a whole. By fostering a culture of inclusivity and accessibility, higher education
plays an important role in building a more equitable society. Establishing the best
educational system for youth to study is the main responsibility of people involved in
education whether it is a government or an ordinary classroom teacher.
REFERENCES:
1.
Garriott, P.P., Miller, M., & Snyder, L. (2003). Preservice teachers' beliefs about
inclusive education: What should teacher educators know? Action in Teacher Education,
25, 48-54.
2.
Iheaneho.J. & Osuoji, p. (2008). Implementing curriculum in Special Education.
University of Jos.
3.
Rosenzweig, Kate. (2009). A today's General Education teachers prepared to
meet the needs of their inclusive students? NERA Conference.
4.
Silverman, Jenzi C. (2007). Epistemological beliefs and attitudes toward
inclusion in preservice teachers. Teacher Education and Special Education, 30, 42-51.
5.
Vaughn, S., Bos, C. & Schumm, J.S. (2007). Teaching students who are
exceptional, diverse, and at risk in the general education classroom (4th ed.) New York:
Pearson Education, Inc.
