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THE EDUCATION SYSTEM IN SCHOOLS FOR CHILDREN WITH DISABILITIES
Auyezbayeva Malika Gayrat qizi
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15319057
Abstract.
In this study, we presented information about creating an educational
environment for children with disabilities through positive attitudes and respect. They become
people who do not ignore people in need of help, they accept the pain of others as their own.
According to the results of our study, when working with children with disabilities, the
cooperation of parents is necessary in preparing children with disabilities for school. Therefore,
we must contribute to supporting children with disabilities, taking into account the situation, and
creating an inclusive educational environment so that they can use the created conditions for
them. We believe that it is very beneficial for educational organizations to create an inclusive
educational environment in groups when working with children with disabilities.
Keywords:
Children with disabilities, inclusive education, upbringing, collaborative
learning, psychological research, pedagogical approach.
IMKONIYATI CHEKLANGAN BOLALARNI MAKTABLARDA O’QITISHDA TA’LIM
TIZIMI
Annotatsiya.
Ushbu tadqiqotda imkoniyati cheklangan bolalarga pozitiv munosabat va
hurmat orqali tarbiyalash orqali ta’lim muhitini yaratish haqida ma’lumotlarni keltirdik.
Yordamga muhtoj insonlarga e’tiborsizlik qilmaydigan shaxsga aylanadilar boshqalarning
dardini o‘ziniki singari qabul qiladilar. Tadqiqotimiz natijalarida, imkoniyati cheklangan bolalar
bilan ishlashda ota-ona imkoniyati cheklangan bolalarni maktabga tayyorlashda ota-onalar
hamkorligi zarur. Shuning uchun biz vaziyatdan kelib chiqib imkoniyati cheklangan bolalarni
qo‘llab-quvvatlashimiz ularga yaratilib berililgan shart-sharoitlardan foydalanishi uchun o‘z
hissamizni qo‘shishimiz va inklyuziv ta’lim muhitini yaratishimiz kerak. Imkoniyati cheklangan
bolalar bilan ta’lim tashkiloti hamkorlik qilishda inklyuziv ta’lim muhitini guruhlarda yaratishi
juda katta foyda beradi degan fikrdamiz.
Kalit so’zlar:
Imkoniyati cheklangan bolalar, inklyuziv ta’lim, tarbiya, hamkorlikdagi
ta’lim, psixologik tadqiqotlar, pedagogik yondashuv.
СИСТЕМА ОБРАЗОВАНИЯ ДЛЯ ДЕТЕЙ С ОГРАНИЧЕННЫМИ
ВОЗМОЖНОСТЯМИ В ШКОЛАХ
Аннотация.
В данном исследовании мы представили информацию о создании
образовательной среды для детей с ограниченными возможностями путем воспитания их
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в духе позитивного отношения и уважения. Они становятся людьми, которые не
игнорируют нуждающихся и принимают боль других как свою собственную. Результаты
нашего исследования показывают, что при работе с детьми с ограниченными
возможностями сотрудничество с родителями имеет решающее значение для подготовки
детей с ограниченными возможностями к школе. Поэтому мы должны вносить свой вклад
в поддержку детей с ограниченными возможностями, учитывая ситуацию, чтобы они
могли воспользоваться созданными для них условиями, и создать инклюзивную
образовательную среду. Мы считаем, что создание инклюзивной среды обучения в группах
имеет большое значение при работе образовательной организации с детьми с
ограниченными возможностями.
Ключевые слова:
Дети с ограниченными возможностями, инклюзивное образование,
воспитание, совместное обучение, психологические исследования, педагогический подход.
Introduction
Currently, in Uzbekistan, along with many other countries, opportunities are being created
for the education, upbringing, and treatment of children with disabilities, and the rights of such
persons and children are being strengthened and protected by legislation. The international
standards of the United Nations Convention on the Rights of Persons with Disabilities, as well as
the Law “On the Rights of Persons with Disabilities”, which provides for the use of the term
“disabled” instead of the word “disabled”, serve to express the rights and interests of persons
belonging to the above category in our country. Timely and correct acquisition of speech allows a
child to freely interact with people around him, helps to control his behavior, helps to develop the
child's mental activity, and finally, facilitates the educational process at school. Children with
disabilities enter the language later than their healthy peers, the time of saying the first word is
delayed until the child is three, and sometimes even five years old. Students with disabilities also
have difficulty in constructing sentences. Their sentences are simple, concise, there are many
errors in the coordination of words, complex sentences are rarely used. Students with mental
retardation have difficulty comparing one thing with another, revealing the causal connections of
events, in addition, the lack of sufficient, clear understanding of events leads to the fact that the
thinking of students with mental retardation remains completely unclear and incomplete. This type
of educational practice is based on the idea of accepting the individuality of each student,
therefore, the process should be organized in such a way that it meets the needs of a child with
disabilities.
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Therefore, the purpose of this work is to study modern technologies of teaching
pedagogical technology in order to involve children with physical disabilities in the educational
process and improve their results. Inclusive education is based on special didactic principles that
must be followed when planning and organizing lessons. It is impossible to correct all mental
processes during one lesson. The topic itself determines which analyzers will be most involved in
the lesson. The correctional-developing task should be very specific. In general, none of the
scientists requires a detailed, precise formulation of the correctional task, since this is not easy, but
a clear correctional direction is still a prerequisite for a good lesson. Since it is permissible to draw
up a general plan for the class, which includes blocks of tasks for each child who, according to
their developmental characteristics, needs an individual approach and additional attention, this
should be done in this way. The forms may be different; the main thing is to reflect the trajectory
of the activity of an individual child in a class of "healthy" children during the lesson. In classes
with students with disabilities, the content of technology is taught mainly in two forms. The first
contains theoretical information, the second is practical, in which the teacher practically
demonstrates the preparation of the object to be prepared in a practical session in order to form
and develop knowledge and skills related to the mastery of practical activities. The majority of
students with disabilities have a low level of cognitive activity, immature motivation for
educational activities, a decrease in the level of efficiency and independence. Consequently, the
search for and use of active forms, methods and techniques of teaching is one of the necessary
means of increasing the effectiveness of the correctional and developmental process in the
teacher's work. The activities of students should be aimed not only at memorizing the material, but
also at independently acquiring knowledge, researching facts, identifying errors and drawing
conclusions. Of course, all this should be done at a level convenient for students and with the help
of the teacher. The level of personal cognitive activity of students with disabilities is insufficient,
and to increase it, the teacher should use tools that help activate educational activities. Studies on
the motivation of students with disabilities have revealed interesting things. It turns out that the
value of motivation for successful learning is higher than the student's intelligence. In the event
that the student's abilities are not high enough, high positive motivation can play the role of a
compensating factor, but this principle does not work in the opposite direction - no abilities can
compensate for the lack of motivation for learning or its low intensity and give a significant
academic effect. Together with the current development of modern pedagogical technologies, we
can achieve good results in teaching children with disabilities Technology.
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Modern educational technologies are increasingly in demand by teachers, therefore, game
and communication and information technologies are used in practice. The tasks of inclusive
education are: to create the necessary psychological, pedagogical and correctional conditions for
the education of children and adolescents with special educational needs in an educational
institution, to implement general educational programs and corrective work aimed at their
capabilities, to ensure their mental development and social adaptation; to guarantee equal rights of
students in education by coordinating the activities of students of special educational institutions
with educational organizations; to eliminate barriers between disabled and healthy children with
the active participation of society and the family, to meet the needs of the child, and to adapt them
to social life early; to implement the right of disabled children and adolescents to live separately
from their families; to form an alternative attitude in society towards children and adolescents with
disabilities. The advantages of inclusive education are that everyone benefits from inclusive
practices. Through inclusive education, children grow up to be independent and self-reliant. Their
fears are reduced and they learn appropriate social skills. They also become aware of the ability to
express care and compassion. This educational environment benefits not only the child, but also
the child's parents. Because today, the first concern of a parent with a disabled child is that their
child is excluded from the peer group and has difficulty in learning. Nowadays, parents can freely
visit the institution where their child is studying, see the environment in which their child is
studying and help. Parents benefit from joining other family members and they expand the variety
of social situations for themselves and their children. They experience contact with a large group
of families in their community, which reduces fears. In working with children with disabilities, the
cooperation of parents, the community and the school educational organization plays an important
role in the educational activities of children and the educational process of children. The formation
of positive qualities in a child and the correct establishment of cooperation in working with
children with disabilities depends on the pedagogical skills of parents and educators. We will
dwell on how important cooperation between parents and the educational organization is for a
child with disabilities and what opportunities it creates in the child's life. In recent years, the
attitude towards a disabled person, that is, a person with disabilities, has begun to change radically
in society, he is recognized as an equal and worthy member of society, but despite this, today
people with disabilities also have their own additional problems. A disabled child has come to a
school educational organization, and adapting him to the group environment is a very important
and difficult task for the teacher. In this case, the teacher, of course, in collaboration with the
psychologist, must learn by observing what exactly the child is struggling with and what he is
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interested in. In this, the cooperation of the parents is combined with the cooperation of the
teacher and the psychologist. If the teacher organizes frequent meetings with parents and conducts
discussions, tests and questionnaires, then each session with parents with children with disabilities
is important for the child. This also helps parents understand what their child is capable of and
helps them not to stand out from their peers, to understand that their child is learning, that their
child has qualities that they did not see. Parents feel a level of cooperation for their child, their
responsibility to create a foundation for their child's future increases. Therefore, if there is a
disabled child in the family, parents should not be afraid to include their child among their peers
and take advantage of the sufficient conditions created for his education, thereby creating a
foundation for the future of their child with disabilities.
Conclusion
In conclusion, it can be said that the cooperation of parents and preschool educational
organizations in the education and upbringing of children with disabilities of preschool age is very
effective. The experience of implementing cooperation in practice has shown that if any disability
of children with disabilities is identified in a timely manner from an early age, specialists are
consulted, and cooperation is carried out so that the child grows up mentally and physically
healthy, then the intended goal can certainly be achieved. The cooperation of parents and
preschool educational organizations is of great importance in the right direction of cooperation
with children with disabilities, and it is an impetus for their development and future.
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