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INCLUSIVE EDUCATION FOR CHILDREN AND ADOLESCENTS WITH
DISABILITIES
Mambetniyazova Feruza Ajiniyazovna
Student of Karakalpak State University
Shamuratova Malika Serimbetovna
Student of Karakalpak State University
https://doi.org/10.5281/zenodo.15368171
Abstract.
This thesis examines the theoretical and practiceal aspects of inclusive
education policy being implemented on a global scale. Inclusive education is aimed at
ensuring equal educational opportunities for all students in the general education system,
including students with disabilities or special educational needs. The study examines the
theoretical foundations of inclusive education, the psychological and educational principles
that contribute to its implementation.
Keywords:
Inclusive education, equal opportunities in education, Individual
educational plans, Partnership with teachers, Social inclusion, Educational theories, World
educational practice.
IMKONIYATI CHEKLANGAN BOLALAR VA O’SMIRLAR UCHUN INKLYUZIV
TA’LIM
Annotatsiya.
Mazkur tadqiqotda jahon miqyosida amalga oshirilayotgan inklyuziv
ta’lim siyosatining nazariy va amaliy jihatlari tadqiq etilgan. Inklyuziv ta’lim umumta’lim
tizimida barcha o‘quvchilar, shu jumladan imkoniyati cheklangan yoki alohida ta’lim
ehtiyojlari bo‘lgan o‘quvchilar uchun teng ta’lim imkoniyatlarini ta’minlashga qaratilgan.
Tadqiqotda inklyuziv ta’limning nazariy asoslari, uni amalga oshirishga ko‘maklashuvchi
psixologik va ta’lim tamoyillari o‘rganilgan.
Kalit so’zlar:
Inklyuziv ta’lim, ta’limda teng imkoniyatlar, Individual ta’lim rejalari,
o‘qituvchilar bilan hamkorlik, Ijtimoiy inklyuziya, ta’lim nazariyalari, Jahon ta’lim amaliyoti.
ИНКЛЮЗИВНОЕ ОБРАЗОВАНИЕ ДЛЯ ДЕТЕЙ И ПОДРОСТКОВ С
ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ
Аннотация.
В данном тезисе рассматриваются теоретические и
практические аспекты политики инклюзивного образования, реализуемой во всем мире.
Инклюзивное образование сосредоточено на обеспечении равных возможностей
обучения для всех учащихся, включая учащихся с ограниченными возможностями или с
особыми образовательными потребностями, в рамках общеобразовательных систем.
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В исследовании рассматриваются теоретические основы инклюзивного образования,
исследуются психологические и образовательные принципы, обеспечивающие его
реализацию.
Ключевые слова:
Инклюзивное образование, Равные возможности в
образовании, Индивидуальные образовательные планы, Партнерство с учителями,
Социальная интеграция, Теории образования, Мировая образовательная практика.
Introduction
In recent years, the global education system has undergone significant changes, with
increased attention to creating inclusive learning environments. Inclusive education is an
approach that aims to ensure equal educational opportunities for all learners, regardless of
their physical, intellectual, social or emotional needs. The fundamental principle of inclusive
education is that every learner, regardless of their ability or disability, has the right to receive
education in an environment that promotes acceptance, respect and equality. Inclusive
education policies have been the focus of attention of international organizations,
governments and educational institutions. These policies aim to remove barriers to education
for students with disabilities, learning difficulties and other special needs. The move towards
inclusion is not only about integrating students with disabilities into regular classes, but also
about adapting educational practices and environments to meet the diverse needs of all
learners. The benefits of inclusive education include not only academic achievement, but also
social integration, emotional development, and the promotion of diversity in the learning
environment. This study aims to examine the theoretical foundations and practical
implementation of inclusive education policies around the world. It reviews the historical
development of inclusive education, examines global experiences, and analyzes the
challenges and successes of different countries in adopting inclusive education models. Thus,
this study aims to contribute to a deeper understanding of how inclusive education can be
effectively integrated into different education systems and contribute to the well-being and
success of all learners. This study highlights the importance of inclusive education in
advancing educational equity and provides information on efforts to improve its
implementation around the world. The results contribute to a broader dialogue on the need to
create inclusive learning environments that meet the needs of all learners and promote a more
just and equitable society. The implementation of inclusive education policies has been
influenced by various global frameworks, such as the United Nations Convention on the
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Rights of Persons with Disabilities and the Education for All initiative, which emphasize the
need for equitable education systems that meet the diverse needs of learners. These
international agreements have helped shape national policies and practices, encouraging
governments to invest in inclusive education as a means of achieving social justice and equity.
As a result, many countries have adapted their education systems to ensure that all learners,
regardless of their abilities, have access to quality education. However, implementing
inclusive education policies is not without its own challenges. Despite the growing global
recognition of the importance of inclusion, many countries still face significant barriers, such
as insufficient resources, inadequately trained teachers, and social attitudes that often hinder
the full integration of learners with special needs. The success of inclusive education policies
depends largely on the commitment of governments, the cooperation of teachers, parents, and
the community, as well as the availability of appropriate resources and support systems. It
also requires rethinking traditional pedagogical approaches to meet the diverse needs of
learners. The aim of this study is to examine the theoretical foundations and practical
application of inclusive education policies in different parts of the world. By examining
successful case studies, this study aims to identify key factors that contribute to effective
inclusive education practices. It also proposes strategies to address the barriers that still hinder
the full implementation of inclusive education, especially in developing countries, and to
address these challenges. This study provides valuable information on how inclusive
education can be promoted and scaled up globally, taking into account local circumstances
and available resources in each country. The study also provides recommendations for
policymakers, educators, and stakeholders to better integrate inclusive practices into their
education systems, ultimately improving access to quality education for all students. While
inclusive education is a progressive movement, it is still an ongoing process in many parts of
the world. While some countries have made significant progress in implementing inclusive
practices, others continue to struggle with systemic barriers that prevent them from fully
embracing students with disabilities and other special educational needs. In some regions, the
lack of a comprehensive policy framework or adequate support systems has led to the
exclusion of these students, who are often excluded from mainstream education. Therefore, a
deep understanding of the challenges and opportunities associated with inclusive education is
crucial to encourage greater change. This study examines different contexts and analyses the
diverse strategies that countries are adopting at different stages of implementing inclusive
education. For example, in the Scandinavian countries, inclusive education is largely an
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integral part of national education policies. Here, teacher training, resource allocation and
student support systems are well-established. On the other hand, in many developing
countries, the full realization of inclusive education goals is often difficult due to a lack of
infrastructure, skilled personnel and public awareness. In addition, this study explores the role
of technology and digital learning tools in supporting inclusive education. As the use of
digital platforms in education expands, opportunities arise to provide innovative solutions for
students with disabilities. Technology can offer personalized learning experiences, accessible
learning materials and even virtual classrooms that meet the specific requirements of students
with special educational needs. One of the important aspects of this study is to demonstrate
the importance of a multi-faceted approach to achieving inclusive education. Partnerships
between governments, local communities, educators, and families are crucial in creating
inclusive environments that support the needs of all learners. The study examines the impact
of parental involvement and community initiatives on the successful integration of students
with disabilities into mainstream education. As the importance of inclusive education is
increasingly recognized, the role of teachers in implementing this policy is also receiving
increasing attention. Teachers are the driving force behind inclusive education, and their
ability to adapt teaching methods, classroom management, and assessment methods to the
diverse needs of students is crucial. Therefore, teacher training and professional development
are crucial for the effective implementation of inclusive practices. This study explores ways to
improve teacher training programs to equip teachers with the skills and knowledge needed to
effectively teach students with diverse abilities. Particular attention is paid to inclusive
teaching methods such as differentiated instruction, collaborative learning, and the use of
assistive technologies.
Conclusion
In summary, the global movement towards inclusive education is taking shape under
the influence of various international structures, agreements and policies. Developed countries
have successfully implemented inclusive education in their systems with the help of strong
policies and regulatory frameworks. However, many developing countries still face serious
obstacles, such as resource constraints and societal attitudes, that hinder the full
implementation of inclusive education.
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