Atajonova Saidakhon Borataliyevna

Аннотация

The article reveals the essence of inclusive education as a modern humanistic approach aimed at ensuring equal opportunities for obtaining quality education for all students, regardless of their individual characteristics. The key principles of inclusion are considered, including equality, accessibility, individual approach and participation. Particular attention is paid to the historical evolution of inclusive education - from the model of isolation to a system based on the values of acceptance and respect for diversity. The importance of international initiatives and documents that contribute to the implementation of inclusive practices in the educational systems of different countries is emphasized. Keywords: Inclusive education, equality, accessibility, special educational needs, principles of inclusion, evolution of education, pedagogy, human rights. develop, learn and participate in society. This resonates Introduction: Inclusive education is a concept that with the principles of inclusive education and affirms the equal right of every student to quality humanistic pedagogy, which value diversity, education, regardless of their characteristics, abilities individuality and equality of opportunity. or background. It involves adapting curricula, teaching methods and the organization of space in a way that It is a continuous process: teachers and schools are takes into account the wide range of needs of learners. constantly learning, improving and adapting so that Today, inclusive practices are moving towards creating every child can thrive. At the core of inclusion is the a more diverse and equitable system where individual creation of an educational environment where all differences are valued and a sense of belonging is students feel valued, respected and supported, and strengthened. Quoting the words of President Shavkat have the chance to reach their full potential. This Mirziyoyev: “The true value of education is manifested requires a profound rethinking of conventional not when it is available only to the strong, but when it approaches: a transition from segregation to a truly fair is available to everyone” [1], we can emphasize the and open education system. importance of equity, accessibility and inclusiveness in METHODS the education system. These words reflect a profound Based on the principles of social justice, as well as the idea that the true meaning of education lies not only in Convention on the Rights of the Child (UN, 1989) [2] its quality, but also in its universality. Education should and the Salamanca Declaration (UNESCO, 1994) [3], not be a privilege of the chosen few, but a right of every many European countries have developed policies and person, regardless of their physical, social or economic introduced practices that promote the development of characteristics. This approach requires creating inclusive education [4,5]. As a result, more and more conditions in which every student – whether with children with special educational needs are taught special needs, from a remote region or from a socially together with their peers in regular schools, and the vulnerable group – will have an equal chance to number of specialized educational institutions is American Journal Of Social Sciences And Humanity Research 331 https://theusajournals.com/index.php/ajsshr American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141) decreasing. However, even in the Global North, a which can significantly reduce the processes of number of difficulties remain. The main one is the lack marginalization of people with disabilities. of a common understanding of the essence of inclusive The integration of these people into the educational education. Researchers, politicians and teachers of process of mass educational institutions is a new pedagogical universities interpret this term in different approach for education. ways [6, 7, 8]: from the view that special education In 2020, some published publications claimed that itself is already a form of inclusion, to the belief that inclusive education is a dream or ideology that does not inclusion implies joint education of all children in one take into account real circumstances. In one such environment [9, 10, 8]. Magnusson [11] notes that “the article [14], a university professor who regularly writes ways in which the concept is operationalised, about education refers to a recent study conducted in interpreted and defined vary greatly both in research Estonia on the added value of education for children's and in practice, between and even within countries” cognitive abilities. The study showed that 80% of [11, p. 678]. children’s knowledge and skills can be explained by These different discourses are found in many societies, individual abilities and the home environment, and but the debate is particularly lively in those regions only 20% by the influence of school. The professor where inclusive practices have only recently been argued that child