Journal of Social Sciences and Humanities Research Fundamentals
53
9
https://eipublication.com/index.php/jsshrf
TYPE
Original Research
PAGE NO.
53-55
DOI
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Importance of
Supporting and
Strengthening the
Development of Teachers'
Social-Pedagogical
Competences to Work in
An Inclusive Environment
Mukhayyo Umaralieva
Head of Department of the National Institute of Educational Pedagogy
named after Qori Niyazi, Doctor of Philosophy (PhD) in Pedagogical
Sciences, Associate Professor, Uzbekistan
Abstract:
The article discusses the rights of children with
disabilities in general educational institutions and the
legal, social and pedagogical aspects of their support in
society.It also details the role of teachers and parents in
the process of inclusive education, the importance of
their psychological support and the role of
neighborhood officials in working with families.
Keywords:
Inclusive education, social protection,
parent, educator, law decisions, family and education
system.
Introduction:
In accordance with international treaties
of the Republic of Uzbekistan, it is necessary to ensure
equal opportunities for persons with disabilities with
other citizens.
Every student with disabilities needs special attention
and support from society, and our state provides
comprehensive support to persons with special needs,
provides material, advisory and other assistance to
families caring for such children.
Ensuring the rights of children with disabilities in our
country is regulated by more than 200 legal and
regulatory documents.
It is worth noting that on October 15, 2020, the Law “On
the Rights of Persons with Disabilities” was adopted. In
2021, the Convention on the Rights of Persons with
Disabilities (New York, December 13, 2006) was ratified.
Journal of Social Sciences and Humanities Research Fundamentals
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Journal of Social Sciences and Humanities Research Fundamentals
Today, more than 760 thousand people with
disabilities live in our republic, including more than 100
thousand children with disabilities under the age of 16.
They are covered by social protection, support and
medical and social rehabilitation measures.
The articles of Chapter 3 of the Law of the Republic of
Uzbekistan “On Guarantees of the Rights of the Child”
establish additional guarantees of the rights of children
in need of social protection.
The protection of the rights of persons with disabilities
in the political, socio-economic and cultural spheres of
society is based on the principle of non-discrimination
against a person, including on the basis of disability,
regardless of the situation. It is very important that not
only state structures, but also civil society institutions
are active in this regard, which places a great
responsibility on the shoulders of local authorities.
At the same time, today there is a need to involve
children with disabilities in educational institutions and
create an inclusive environment for them.
Numerous studies have shown that the creative
potential of students with disabilities is extensive.
Their talents are of significant cultural value.
It is also known from research and practice that the
harmonious development of a student and his
successful adaptation to society have a positive effect
on children's health. The process of working with and
developing such students is also complex and is a
serious pedagogical and medical task.
Therefore, in order to successfully solve any complex
life problem or situation, a teacher of a general
secondary educational institution must have a good
understanding of the specific features and stages of
this process.
In other words, the teacher must be aware of
psychological recommendations that allow him to
effectively and decisively overcome such difficulties in
an inclusive environment, have certain knowledge,
skills and qualifications, and inclusive competence.
In this case, the main task of teachers of general
secondary educational institutions is to be able to
explain that this is a period of patience and endurance
in this process, to be able to calmly react to the
situation, and to approach the problem intelligently,
with restraint, and constructively.
In this regard, our teachers are required to carry out
extensive cooperation with parents. Experience shows
that there are many cases where some men in such
families leave all the “burden” to the woman in the
family and leave the family. However, the majority of
families are heads of families who patiently respond to
such difficulties and bear the “burden” of living and
difficulties with their wives.
The indifference or coldness of relatives, friends and
neighbors, and the neighborhood further complicate
the mental state of parents.
It is important for our teachers with developed inclusive
competence to interact with such families with extreme
caution, constantly support them and provide necessary
advice. This, in turn, will be an important factor in
eliminating depression in parents. In order to support
the family and parents, and give them the necessary
recommendations (psychological advice), mahalla
officials need to know the causes of family crises, their
specific characteristics and the capabilities of the family.
They also need to have psychological knowledge in this
regard and know what the process of psychological
support consists of.
The school should help solve problems in such families,
provide socio-legal, psychological support to the family,
take targeted actions to find ways out of a problematic
(complicated) situation, prevent unpleasant situations,
and systematically carry out preventive work with
family members.
Each family in need of social and moral support is under
constant attention and control, and targeted and
systematic (practical) work is carried out with them
individually. All practical work is aimed at solving
problems in the family and improving the environment,
improving relationships in the family, understanding the
role and responsibilities of family members in the
family, and has a positive impact on the education of
children with disabilities.
Parents with children with disabilities need to feel that
the socio-spiritual environment in such families is under
the close attention of mahalla officials, that mahalla
activists are working together towards a common goal,
that the spiritual environment in families is stable, that
the residents of the mahalla live a prosperous life, that
they are peaceful, and that they are interested in their
efforts, love, and attention in this regard.
It is good to discuss the results of work with families at
the Council of Citizens' Assembly every week with the
participation of members of the Council, as well as
chairmen of relevant public structures, and to
determine the necessary measures.
Planned, targeted, individual (one-on-one) targeted
actions and targeted organization of work with problem
families and their members are required. It is necessary
to carry out systematic work on solving problems and
providing comprehensive support to the family and
women based on a separate plan, based on the
problems and specific characteristics of each family,
including parents and children with disabilities.
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Journal of Social Sciences and Humanities Research Fundamentals
Early identification, elimination and prevention of
situations that negatively affect the socio-spiritual
environment of problem families is the most effective
way to achieve efficiency.
Of course, these general recommendations play an
important role in the process of deinstitutionalization
being implemented in our country.
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