MAIN ADAPTATION MODELS IN INCLUSIVE EDUCATION, TRAINING OF FUTURE PERSONNEL

Аннотация

This article considers the training of personnel in inclusive education and timely elimination of shortcomings in them, further improving the quality of education, increasing efficiency. Inclusive education is considered as a system that allows children with disabilities, those in need of social protection, and those who face restrictions due to language, race, nationality, or other factors to receive quality education. The article provides detailed information about the main models of inclusive education - integrated, adapted, and differentiated approaches. In addition, the advantages, disadvantages, and current problems in implementing these models in practice are considered. A number of shortcomings in the training offuture personnel and ways toeliminatethem are mentioned. Keywords: Policy, global, results, advantages, limitations, empathy, infrastructure, resource teachers. Introduction: In modern society, the right to education for every person should be guaranteed, regardless of their physical, mental, emotional or social condition. In this regard, inclusive education —that is, the inclusionof children with special needs in the general education system — has become a priority area of state policy in many developed countries. The implementation of inclusive education, based on the UN Convention on the Rights of Persons with Disabilities and UNESCO recommendations, has become a global issue. The experience of foreign countries, in particular the USA, Great Britain, Finland, Italy and Canada, shows that to ensure the effectiveness of inclusive education, it is not enough to simply enroll a child in school. This requires adapted curricula, qualified teachers, support services, cooperation with parents and infrastructure that provides an inclusive environment. This article examines the experiences of organizing inclusive education of children with special needs in foreign countries, pedagogical approaches, legislative frameworks and their practical results. It also seeks answers to the question of what conclusions and recommendations these experiences provide for the education system of Uzbekistan. It was found that integrated, adapted and fully inclusive (added) models have significant differences in their content and level of application in practice. Each model has its own approach, advantages and limitations. In such an environment, even healthy children develop social qualities such as tolerance, empathy and willingness to help. Although the integrated model is widespread in practice, in many cases it leads to integration only at the organizational level. That is, children are accepted into a general school, but in the real educational process, individual needs are not sufficiently taken into account. In the adapted model, the curriculum, assessment methods and methodologies are adjusted to the capabilities of students. However, this approach requires a high level of teaching skills and resource provision. Afull-fledged inclusivemodel has not yet been introduced in Uzbek schools, but it is showing positive results (including some “pilot schools”). However, there are still many problems in terms of staff training, methodological manuals, infrastructure and cooperation page468 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue07,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai with parents. According to the results of the survey, it was found that, despite the positive attitude of the majority of teachers towards inclusive education, the level of practical preparation is low. They need special training, methodological support and psychological preparation. International experience also shows that when introducing inclusive education, it is more effective to focus on adapting the existing system and organizing resourceful support services, rather than changing the entireeducation system. Requirements for future personnel: In addition to the knowledge, skills and personal qualities that specialists working in the field of inclusive education should have, it is necessary to master the theoretical foundations of inclusive education and methods of working with children with disabilities. Teaching children with special needs in a general education setting requires the activities of a school-based teacher, that is, a resource teacher. Inclusive education can be implemented in practice through the joint efforts of a school-based teacher and a regular classroom teacher. Analysis of the training system: How are future inclusive education staff being trained today? About existing educational programs and staff responsibilities: In some classes, it may be necessary to separate a child from the classroom for a certain period of time. At all times, the resource teacher is required to work together with the classroom teacher and have expertise in this area of special education. The important tasks of an interschool resourc