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DEVELOPING INCLUSIVE EDUCATION AND IMPROVING ITS EFFECTIVENESS
FOR CHILDREN WITH DISABILITIES
Boymurodova Sadoqat Istam kizi
Bukhara State Pedagogical Institute
Teacher at the Department of Preschool
and Primary Education Pedagogy
https://doi.org/10.53885/edinres.2024.2.2.014
Abstract:
This article analyzes the current trends in the development of inclusive education,
factors for improving the quality of education, and achievements in practice. It also broadly
covers the essence, importance, and ways of developing an inclusive education system. Inclusive
education is interpreted as a modern approach that ensures the right of children with disabilities
to receive general education together with their healthy peers. The article shows that inclusion is
based on the principles of human rights and equality in society, based on the ideas of such
thinkers and scientists as Farobiy, N.V. Borisova, S.A. Prushinsky, and S.V. Alekhina.
Keywords:
inclusive education, inclusion, quality of education.
Introduction.
Ensuring equal access to education for every child in the education system is the
foundation of democratic values and human rights in society. Inclusive education is the
process of educating children with disabilities, that is, students with disabilities or special
educational needs, together with their able-bodied peers in general education institutions.
Inclusive education not only expands children's opportunities for learning, but also increases
their social integration, sense of self-worth, and status in society.
N.V. Borisova, S.A. Prushinsky emphasize that, according to the social model on which
inclusive education is based, “the cause of disability is not only the disease itself, but also the
physical (related to social structures and procedures) and organizational (related to attitudes)
barriers, stereotypes and misconceptions existing in society.” According to S.V. Alekhina,
“inclusion is a social concept that implies the same understanding of the goals of humanizing
social relations and recognizing the rights of persons with disabilities to receive quality
education together.” Inclusive education is defined in the most general sense as a new promising
strategic direction of educational policy and practice, which is most closely related to the general
educational foundations. International experience in developing an inclusive education system
has been implemented since the 1960s to the present day as a strategy characterized by a long-
term, consistent, continuous, phased and integrated approach.
Discussion and results
. In his treatise “Thoughts of the Residents of the City of Virtues,” Farobi
emphasizes that every person should function as a whole, not separated from society, confirming
the progressive views on the current problem of inclusive education in special education and
special pedagogy. “Every person,” he writes, “is structured in such a way that he needs many
things in order to live and achieve a high degree of maturity, he cannot acquire such things alone,
he needs a community of people to possess them.” Farobi further emphasizes with his views that
all people should function as part of society. Therefore, from the content of these thoughts, it can
be understood that children with special needs should also live, function and receive education in
the general community, along with everyone else.
The main part.
Inclusion is an English word, which means inclusion, integration. This term
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describes the process of educating students with special needs together with healthy children in
general education schools.
Inclusive education is an educational process organized taking into account the capabilities,
individual psychological, physical disabilities and learning characteristics of students[3].
The goal of inclusive education is to create a barrier-free, adapted educational environment for
students with special educational needs at school, using special tools and methods, involving
special educators, and to ensure quality education that serves their effective adaptation to society
and full integration[4].
Inclusive education means educating students with physical and mental disabilities together with
able-bodied students. Inclusive education is based on a number of important principles. In
particular,
the principle that human worth does not depend on his abilities and achievements;
the principle that each person has the ability to feel and think;
the principle that each person has the right to communicate and listen;
the principle that each person needs each other;
the principle that the process of individualized education is carried out on the basis of clear
cooperation;
the principle that each student needs the support and friendly relations of his peers;
the principle that diversity should ensure the development of all aspects of the student's life, etc.
Ways to develop inclusive education
1. Special training and professional development of teachers. In this case, teachers who have
mastered the methods and techniques of inclusive education, who can identify the individual
needs of each student, and who can provide psychological and pedagogical support are the basis
of the quality of education. It is necessary to organize regular professional development courses,
seminars and trainings.
2. Strengthening the material and technical base of educational institutions. Special equipment of
classrooms, introduction of assistive technologies will facilitate the educational process for
children with disabilities. This includes visual aids, audio devices, and special furniture.
3. Development of individual education plans. Individual education plans should be developed
that are appropriate for the capabilities and needs of each student, and the educational process
should be carried out on the basis of these plans.
4. Close cooperation with parents. It is important to involve parents in the educational process,
provide them with information about inclusive education, and create a support system.
5. Psychological and social support. Continuous monitoring of the psychological state of students,
provision of services aimed at eliminating stress and social problems.
One of the factors for improving the quality of education is, first of all, integration with
specialists, that is, working together with special educators, speech therapists, psychologists. In
this case, the use of innovative technologies, computer programs, interactive educational
materials, and special programs to enrich the educational process serve as an important tool. Also,
regular feedback from students and parents and improving the educational process on this basis
also increases effectiveness. At the same time, recognizing and encouraging students'
achievements are also important factors in improving the quality of education.
There are successful projects of inclusive education in world practice. For example, in
Scandinavian countries, a comfortable environment created for children with disabilities and
specially trained teachers are showing effective results. In Uzbekistan, inclusive classes are also
being established in some schools, and positive changes are being observed in the social and
academic development of students.
There are a number of problems in the inclusive education system. Among them is the lack of
funding, which makes it difficult for educational institutions to obtain the necessary resources for
inclusive education. Teachers lack special training and continuous professional development.
There is social misunderstanding in society regarding children with disabilities.
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To address these problems, special programs should be developed in collaboration with
government and non-governmental organizations, and a system of financial and social support
should be established.
Conclusion.
It can be concluded that inclusive education one of the important steps towards
ensuring quality and equal education for children with disabilities. To improve the quality of
education, it is necessary to improve the skills of teachers, strengthen the material and technical
base of educational institutions, and develop cooperation with parents and specialists. Only then
will the inclusive education system become an effective mechanism for ensuring the social and
academic development of all children.
List of used literature
1. Mirziyoyev Sh.M. We build our great future together with our brave and noble people. - T.:
Uzbekistan, 2017. - p. 488
2. Dictionary of pedagogical terms. - T.: "Fan", 2008. - P.47
3. Regulations on the procedure for organizing inclusive education in general secondary
education organizations. - T.: "Appendix to the Resolution of the Cabinet of Ministers 638",
2021.
4. BI, B. S. O. (2023). Methods of effectively organizing reading literacy lessons for primary
school students. Confrencea, 12(12), 185-188.
5. Ahmedov M., Eshonkulova M. (2020). Fundamentals of inclusive education. Tashkent: TDPU
Publishing House. Textbook. 156 p
6.Juraev D., Usmonova L. (2018). Education of children with disabilities in general education
schools. Samarkand. Methodological manual. 112 p
7.Gulomova Sh. (2019). Special pedagogy and inclusive education. Tashkent: Fan Publishing
House. Textbook. 240 p
8.Yokubova G. (2021). Professional training of teachers in inclusive education. TDPU.
Monograph. 164 p
