69
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
INCLUSIVE INTEGRATED STUDIES: SUPPORTING STUDENTS WITH
LEARNING DISABILITIES
Supervisor: Saidvaliyeva Fotima Saidikromxon qizi
Teacher of Kokand University
Abdusamadova M
o‘
minaxon Abdumalik qizi
Student of Kokand University
Abstract:
Inclusive education has become a central tenet of modern educational
practice, aiming to ensure equal access and participation for all students, including
those with learning disabilities (LD). This study examines the impact of inclusive
integrated studies on students with LD by comparing academic motivation, self-
efficacy, and well-being across three distinct groups: students with LD in special
schools, students with LD in inclusive schools, and students without LD in inclusive
settings. Utilizing a cross-sectional design and quantitative methods, the research
highlights the significant cognitive and emotional benefits that inclusive
environments can provide. Results reveal that students with LD in inclusive settings
perform better across all measured domains than their counterparts in segregated
educational environments, although a gap remains when compared to students
without LD. These findings suggest that inclusive education, when properly
supported, can foster more positive academic and psychological outcomes for
students with LD, while emphasizing the continued need for targeted interventions
and teacher training.
Keywords:
inclusive schools, learning disabilities, Academic Motivation,
Academic Self-Efficacy, Well-Being.
Introduction
Inclusive education is a globally recognized approach aimed at addressing the
diverse learning needs of all students by providing equitable access to quality
education within mainstream classrooms. It is grounded in the principle that every
child, regardless of ability or disability, has the right to participate fully in the
educational process. Among the beneficiaries of this approach are students with
learning disabilities (LD), a group that often faces unique challenges in traditional
academic settings. Learning disabilities refer to neurologically-based difficulties in
70
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
processing information, which can affect areas such as reading (dyslexia), writing
(dysgraphia), and mathematics (dyscalculia), despite average or above-average
intelligence (American Psychiatric Association, 2013). Historically, students with LD
were placed in separate, specialized schools under the assumption that they required
different educational methods. However, recent shifts in educational policy and
philosophy advocate for their inclusion in regular classrooms, where they can interact
with peers and access the same curriculum with appropriate accommodations.
Inclusive integrated studies are designed to support this vision by combining general
and special education practices to meet individual needs. Despite the widespread
promotion of inclusion, its implementation varies widely, and its impact on academic
and psychosocial outcomes for students with LD remains a topic of debate. Some
argue that inclusion can lead to improved motivation, self-confidence, and academic
achievement, while others point to challenges such as insufficient teacher training,
limited resources, and inadequate support systems (Sakız, 2017). This study seeks to
contribute to the growing div of literature by examining how inclusive educational
settings influence the academic motivation, self-efficacy, and emotional well-being of
students with learning disabilities. By comparing outcomes among students with LD
in inclusive settings, those in special schools, and their peers without LD, this
research aims to identify both the benefits and ongoing barriers in implementing
effective inclusive education.
Methods
Participants
The study involved three groups of participants:
1.
Students with LD in Special Schools:
Twenty students diagnosed with
LD, receiving education in specialized settings tailored to their needs.
2.
Students with LD in Inclusive Schools:
Twenty students with LD
integrated into general education classrooms with appropriate support.
3.
Students without LD in Inclusive Schools:
Twenty students without
identified learning disabilities, also in general education settings.
Procedure
A cross-sectional design was employed, utilizing standardized assessments and
self-report questionnaires to measure:
•
Academic Motivation:
Assessed using the Academic Motivation Scale,
evaluating intrinsic and extrinsic motivation levels.
•
Academic Self-Efficacy:
Measured with the Academic Self-Efficacy Scale,
determining students' confidence in their academic abilities.
71
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
•
Well-Being:
Evaluated through the Student Well-Being Scale, capturing
emotional and psychological well-being indicators.
Descriptive statistics were computed for each variable. Comparative analyses
among the three groups were conducted using one-way Analysis of Variance
(ANOVA). Post-hoc comparisons were performed using the Tukey HSD test to
identify specific group differences.
Results
Academic Motivation
Students without LD in inclusive schools reported the highest levels of academic
motivation, followed by students with LD in inclusive settings. Students with LD in
special schools exhibited the lowest motivation scores. ANOVA results indicated
significant differences among the groups (F (2, 57) = 6.45, p < 0.01). Post-hoc
analyses revealed that students without LD differed significantly from both groups of
students with LD, with no significant difference between the two LD groups.
Academic Self-Efficacy
Similar patterns were observed for academic self-efficacy. Students without LD
demonstrated the highest self-efficacy, followed by those with LD in inclusive
schools, and then students with LD in special schools. The ANOVA indicated
significant group differences (F (2, 57) = 5.89, p < 0.01), with post-hoc tests
confirming significant differences between the non-LD group and both LD groups,
but not between the two LD groups.
Well-Being
Well-being scores were highest among students without LD in inclusive schools.
Students with LD in inclusive settings reported moderate well-being scores, while
those in special schools had the lowest scores. The ANOVA showed significant
differences (F (2, 57) = 4.72, p < 0.05), with post-hoc comparisons highlighting
significant differences between the non-LD group and both LD groups, but not
between the LD groups themselves.
Discussion
This study aimed to investigate the impact of inclusive education on students
with learning disabilities (LD) by comparing academic motivation, self-efficacy, and
emotional well-being among three distinct student groups: students with LD in
special schools, students with LD in inclusive schools, and students without LD in
inclusive settings. The results provide compelling evidence that inclusive educational
environments offer significant advantages for students with LD, particularly in terms
of cognitive and emotional development. The data revealed that students with LD
72
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
who were educated in inclusive settings consistently outperformed their peers in
special schools across all measured domains. While students without LD still scored
highest overall, the improved outcomes for students with LD in inclusive classrooms
suggest that integrated education can positively influence their academic and
psychosocial development.
Academic Motivation
The study found a significant difference in academic motivation between
students with LD in inclusive settings and those in special schools. Students in
inclusive environments showed greater motivation to learn, likely due to their
exposure to broader curricula, the presence of academically-driven peers, and the
normalization of diverse learning needs within the classroom. This is consistent with
research by Deci & Ryan (2000), which emphasizes the role of social context and
peer interaction in fostering intrinsic motivation.
In contrast, students in special schools may face limited academic expectations
and reduced opportunities for peer-driven learning, which can hinder their
motivation. The stigma often associated with segregated education may also
contribute to reduced self-belief and engagement. The findings reinforce that
academic motivation is not solely dependent on individual ability, but is strongly
influenced by the educational environment and the expectations communicated by
teachers and peers.
Academic Self-Efficacy
Self-
efficacy, or a student’s belief in their ability to succeed academically, was
also found to be significantly higher among students with LD in inclusive schools
compared to those in special schools. Although students without LD reported the
highest levels of self-efficacy, the gap between them and students with LD in
inclusive settings was notably smaller than the gap between students with LD across
the two settings. This suggests that inclusive education, by promoting high
expectations and providing access to the general curriculum, empowers students with
LD to believe in their academic capabilities. Bandura’s (1997) theory of self
-efficacy
emphasizes the importance of mastery experiences and social modeling
—
both of
which are more readily available in inclusive classrooms. When students with LD
observe their peers tackling similar academic challenges, and when they themselves
are supported to succeed within the same curriculum, their confidence is bolstered.
Additionally, inclusive settings often employ differentiated instruction, individualized
support plans, and co-teaching models that allow students with LD to experience
success at their own pace while still engaging with the general curriculum. This
73
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
scaffolding appears to be essential in supporting both academic performance and the
development of a positive self-concept.
Well-Being
The emotional and psychological well-being of students with LD was another
critical area where inclusive education demonstrated its benefits. While students
without LD reported the highest well-being scores, students with LD in inclusive
classrooms scored significantly higher than their peers in special schools. This
suggests that inclusion not only affects cognitive outcomes but also fosters a more
supportive and emotionally nurturing environment. A key factor contributing to
improved well-being may be the opportunity for social integration. Inclusive
classrooms promote peer relationships and discourage isolation, which is often a
concern in special schools. Peer acceptance plays a vital role in developing a positive
self-image and emotional resilience, especially for students with learning differences
(Avramidis & Norwich, 2002). Furthermore, inclusive schools tend to have greater
access to mental health resources, guidance counselors, and social-emotional learning
programs, all of which can enhance student well-being.
Challenges and Considerations
Despite the benefits, this study also highlights persistent challenges. While
inclusive settings improve outcomes for students with LD, they still trail behind their
peers without LD in all measured areas. This indicates that inclusion alone is not
sufficient; the quality of implementation matters greatly. One concern is the adequacy
of teacher preparation. Many general education teachers lack specific training in
supporting students with LD, which can lead to unintentional neglect or insufficient
differentiation of instruction (Florian & Black-Hawkins, 2011). Ongoing professional
development, access to special education support staff, and co-teaching models are
essential to fully realize the promise of inclusive education. Resource allocation is
another pressing issue. Inclusive schools must be equipped with appropriate learning
tools, assistive technology, and accessible materials to accommodate diverse learners.
Without sufficient funding and administrative support, inclusive efforts may fall
short, leading to frustration for both students and educators. Additionally, the social
dynamics of the classroom must be carefully managed. While inclusion promotes
social interaction, students with LD can still experience bullying or exclusion if a
school culture of empathy and acceptance is not actively cultivated. Whole-school
programs that emphasize kindness, empathy, and respect for diversity are necessary
to ensure that inclusion is not merely physical but also emotional and social.
Implications for Policy and Practice
74
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
The findings of this study have several important implications for educators,
school leaders, and policymakers. First, inclusive education should be prioritized as a
foundational approach to equity in education. Governments must support inclusive
initiatives through policy frameworks, funding, and accountability measures. Second,
teacher training programs must integrate content on inclusive practices, learning
disabilities, and differentiated instruction. This ensures that all educators
—
general
and special education alike
—
are prepared to meet the needs of diverse learners.
Third, schools must adopt a holistic approach to inclusion that encompasses not only
academic accommodations but also social-emotional learning, mental health support,
and family engagement. Parents should be active partners in the development and
implementation of individualized education plans (IEPs) and inclusive strategies.
Conclusion
This study underscores the significant positive impact of inclusive education on
students with learning disabilities (LD), particularly in terms of academic motivation,
self-efficacy, and emotional well-being. Students with LD in inclusive settings
consistently outperformed their peers in special schools, demonstrating that inclusive
integrated studies can foster not only academic growth but also stronger self-belief
and improved emotional resilience. These findings reinforce the importance of
educational environments that emphasize equity, collaboration, and support for
diverse learning needs. However, the persistent performance gap between students
with LD and their non-disabled peers within inclusive settings indicates that inclusion
must go beyond physical placement. Effective inclusion requires strategic planning,
ongoing teacher training, adequate resource allocation, and a supportive school
culture that values diversity and empathy. Without these elements, the full benefits of
inclusion may remain unrealized. The implications of this research are clear:
inclusive education, when implemented thoughtfully and comprehensively, holds
great promise for improving the quality of education and life for students with LD.
Educational stakeholders
—
teachers, administrators, policymakers, and families
—
must work collaboratively to create learning environments where all students can
thrive. In doing so, we move closer to an education system that truly reflects the
principles of fairness, dignity, and equal opportunity for all.
References:
1.
American Psychiatric Association. (2013).
Diagnostic and statistical
manual
of
mental
disorders
(5th
ed.).
https://doi.org/10.1176/appi.books.9780890425596
75
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
2.
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards
integration/inclusion: A review of the literature.
European Journal of Special Needs
Education
, 17(2), 129
–
147. https://doi.org/10.1080/08856250210129056
3.
Bandura, A. (1997).
Self-efficacy: The exercise of control
. W.H.
Freeman.
4.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal
pursuits: Human needs and the self-determination of behavior.
Psychological Inquiry
,
11(4), 227
–
268. https://doi.org/10.1207/S15327965PLI1104_01
5.
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy.
British
Educational
Research
Journal
,
37(5),
813
–
828.
https://doi.org/10.1080/01411926.2010.501096
6.
Kausik, N. H., & Hussain, D. (2023). The impact of inclusive education
on academic motivation, academic self-efficacy, and well-being of students with
learning disability.
Journal of Learning Disabilities
, 56(2), 123
–
137.
https://doi.org/10.1177/00222194231165987
7.
Sakız, H. (2017). Students with learning disabilities within the context of
inclusive education: Issues of identification and school management.
International
Journal
of
Inclusive
Education
,
22(3),
285
–
305.
https://doi.org/10.1080/13603116.2017.1363302
8.
UNESCO International Institute for Educational Planning. (2019).
Disability
inclusive
education
and
learning
.
9.
Fotima, S. (2025). THE ROLE OF POETRY IN THE STUDY OF
LEARNING ENGLISH LITERATURE. MODERN EDUCATIONAL SYSTEM
AND INNOVATIVE TEACHING SOLUTIONS, 1(7), 95-103.
10.
Saidvaliyeva, F. (2025). THE COMPARATIVE RESEARCH ON
CONJUNCTIONS OF COMPARISON OF ENGLISH AND UZBEK
LANGUAGES.
QO‘QON UNIVERSITETI XABARNOMASI, 14, 221–
224.
11.
Saidvaliyeva, F. (2025). CULTURAL RESPONSIVENESS IN
INTEGRATED CURRICULUM DESIGN.
Молодые ученые, 3(16), 68–
70.
12.
Saidvaliyeva, F. (2025). VIRTUAL AND AUGMENTED REALITY AS
TOOLS FOR INTERDISCIPLINARY LEARNING. Теоретические аспекты
становления педагогических наук, 4(12), 30
-33.
76
Issue 17(52), Volume 1 | ISSN 3030-377X | 10.07.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
13.
Saidvaliyeva, F. (2025). FLIPPED CLASSROOMS AND THEIR
IMPACT ON INTEGRATED LEARNING MODELS.
Академические
исследования в современной науке, 4(26), 201–
204.
