DEVELOPING INCLUSIVE EDUCATION AND IMPROVING ITS EFFECTIVENESS FOR CHILDREN WITH DISABILITIES

Аннотация

This article analyzes the current trends in the development of inclusive education, factors for improving the quality of education, and achievements in practice. It also broadly covers the essence, importance, and ways of developing an inclusive education system. Inclusive education is interpreted as a modern approach that ensures the right of children with disabilities to receive general education together with their healthy peers. The article shows that inclusion is based on the principles of human rights and equality in society, based on the ideas of such thinkers and scientists as Farobiy, N.V. Borisova, S.A. Prushinsky, andS.V. Alekhina. Keywords:inclusiveeducation, inclusion, qualityofeducation. Introduction. Ensuring equal access to education for every child in the education system is the foundation of democratic values ​ ​ and human rights in society. Inclusive education is the process of educating children with disabilities, that is, students with disabilities or special educational needs, together with their able-bodied peers in general education institutions. Inclusive education not only expands children's opportunities for learning, but also increases theirsocial integration, sense ofself-worth, andstatus in society. N.V. Borisova, S.A. Prushinsky emphasize that, according to the social model on which inclusive education is based, “the cause of disability is not only the disease itself, but also the physical (related to social structures and procedures) and organizational (related to attitudes) barriers, stereotypes and misconceptions existing in society.” According to S.V. Alekhina, “inclusion is a social concept that implies the same understanding of the goals of humanizing social relations and recognizing the rights of persons with disabilities to receive quality education together.” Inclusive education is defined in the most general sense as a new promising strategic direction of educational policy and practice, which is most closely related to the general educational foundations. International experience in developing an inclusive education system has been implemented since the 1960s to the present day as a strategy characterized by a long- term, consistent, continuous,phased and integrated approach. Discussion and results. In his treatise “Thoughts of the Residents of the City of Virtues,” Farobi emphasizes that every person should function as a whole, not separated from society, confirming the progressive views on the current problem of inclusive education in special education and special pedagogy. “Every person,” he writes, “is structured in such a way that he needs many things in order to live and achieve ahigh degree of maturity, he cannot acquire such things alone, he needs a community of people to possess them.” Farobi further emphasizes with his views that all people should function as part of society. Therefore, from the content of these thoughts, it can be understood that children with special needs should also live, function and receive education in thegeneral community, along with everyone else. The main part. Inclusion is an English word, which means inclusion, integration. This term https://ijmri.de/index.php/jmsi volume 4,issue5,2025 25 describes the process of educating students with special needs together with healthy children in general education schools. Inclusive education is an educational process organized taking into account the capabilities, individualpsychological, physical disabilities and learning characteristics ofstudents[3]. The goal of inclusive education is to create a barrier-free, adapted educational environment for students with special educational needs at school, using special tools and methods, involving special educators, and to ensure quality education that serves their effective adaptation to society andfull integration[4]. Inclusive education means educating students with physical and mental disabilities together with able-bodied students. Inclusive education is based on a number of important principles. In particular, theprinciplethat humanworth does notdepend onhis abilities and achievements; theprinciplethat each person has theability to feel and think; theprinciplethat each person has theright tocommunicate andlisten; theprinciplethat each person needs each other; the principle that the process of individualized education is carried out on the basis of clear cooperation; theprinciplethat each student needs thesupport and friendly relations of hispeers; theprinciplethat diversity shouldensure thedevelopment of all aspects ofthestudent's life, etc. Waysto develop inclusiveeducation 1. Special training and professional development of teachers. In this case, teachers who have mastered the methods and techniques of inclusive education, who can identify the individual needs of each student, and who can provide psychological and pedagogical support are the basis of the quality of education. It is necessary to organize regular professional development c