FOREIGN EXPERIENCE IN THE DEVELOPMENT OF INCLUSIVE EDUCATION IN UZBEKISTAN

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12 июн 2025

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FOREIGN EXPERIENCE IN THE DEVELOPMENT OF INCLUSIVE EDUCATION IN UZBEKISTAN

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Eurasian Journal of Academic Research

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This article highlights the role and importance of the experiences of foreign countries in the development of inclusive education in Uzbekistan. In addition, the existing problems and shortcomings of this education are also highlighted. As foreign experiences, the intensive efforts of Finland, Italy and Japan in inclusive education are studied. During the study of these experiences, the main factors of inclusive education are identified -improving the skills of teachers, individual work with students, cooperation with parents, etc. As a result of the research, it is determined that Uzbekistan can use improved foreign experiences

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Teglar

# children with disabilities# inclusive education# individual approach# Uzbek education system# international experiences# equality in education# cooperation with parents

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ROI:

https://eroi.uz/11.0201/A0625-0059

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Foydalanilgan adabiyotlar

1.Resolution of the Cabinet of Ministers of the Republic of Uzbekistan No. 638 dated October 12, 2021 "On the approval of regulatory legal acts concerning the education of children with special educational needs". 2.Lives: Special Education in Today's Schools. 8th edition. Pearson, 2015. 3.Saloviita T. Attitudes of Teachers Towards Inclusive Education in Finland // Scandinavian Journal of Educational Research, 2020. –Vol. 64(2), –P. 270–285.4.Yamaguchi T. Inclusive Education in Japan: Policy and Practice. Springer, 2019.5.Ganiyeva, M. (2021). Effective Methods of TRIZ TECHNOLOGY in the Formation of Inventive Abilities of Primary School Pupils. International Journal on Integrated Education, 4(9), 161-163.6.Musurmanova, A. (2018). Issues of strengthening the family institutions in Uzbekistan: Theory and practice. ACADEMICIA: An International Multidisciplinary Research Journal, 8(10), 4-11.7.Ganieva, M. (2024). LOGICAL COMPONENT IN THE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS. Теоретические аспекты становления педагогических наук, 3(21), 161-164.