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CREATION OF INDIVIDUAL TRAINING PROGRAMS FOR STUDENTS
IN THE PROCESS OF INCLUSIVE EDUCATION, CREATION OF
METHODOLOGICAL AND DIDACTIC SUPPORT.
Azamova Nazira Nasrullaevna
Tashkent city,Yashnabad district
Non-governmental educational organization
Director of IT Park School
https://doi.org/10.5281/zenodo.14027824
Annotation:
This article is about creation of individual training programs
for students in the process of inclusive education, creation of methodological
and didactic support. 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:
methodology, didactic support, inclusive, integrated
education, education, teaching, classroom, pedagogy.
Аннотация:
Эта статья посвящена создание индивидуальных
программ обучения студентов в процессе инклюзивного образования,
создание методического и дидактического обеспечения. 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:
методика,
дидактическое
обеспечение,
инклюзивное, интегрированное образование, воспитание, обучение, класс,
педагогика.
As result of a systematic study of the educational opportunities of children
with developmental disabilities and the process of securing their rights globally,
the implementation of Education for All will ensure that children with special
needs will receive to ensure this, the Second World Conference held in
Salamanca, Spain, from June 7 to 10, 1994. This conference was entitled “A
Framework for the Future Implementation of the Salamanca Declaration and
Special Needs Education” and its contents published this year under the title
“Salamanca Declaration and Work Plan”. The main guiding principle of the
Salamanca Declaration and Work Plan is that schools should accept all children
regardless of their physical, mental, social, emotional, linguistic and other
characteristics. This document states, “Every child has the right to education and
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to acquire knowledge at an appropriate level”. The slogan “Education for All” put
forward in the Salamanca Declaration and its work plan. Education for All means
that children with disabilities and developmental disabilities also educated on
equal rights. 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 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
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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. 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.
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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
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.
In conclusion
, it said that the inter-school resource teacher when drawing up a
work plan based on its tasks and goals should take into account the following:
Must work with the classroom teacher to create and evaluate individual
programs. Implement services needed by teachers and manage the delivery of
information about the child when the child has a change of teacher or school.
The needs of new teachers need identified and addressed. It is important to help
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teachers adjust to regular classrooms with special education needs. Provide
individual and group instruction outside of the classroom as needed; manage the
success of individual programs.
References:
1. R.Sh. Shomakhmudova. Methodological manual “Special and Inclusive
Education”. Tashkent-2011.
2. Muminova L.R. Inclusive education. Tashkent-2014.
3. Mominova L.R. Theoretical and practical foundations of inclusive education.
T.: Slozhny Print. 2018.
4. Puzanov B.P., Kastenkova Y.A. Politika gosudarstva sposobstvennosti
sotsial'nogo zashchita kiddikh s obleniya v razvitiya [State policy of social
protection of children with developmental disorders]. Korrektsionnaya
pedagogika (ed. B.P. Puzanova). Moscow. 1999
5. Ture Johnson - “Inclusive Education” - Tashkent - “Operation Mercy” 2003.
