THE POETICS OF LONGING AND HOPELESS LOVE IN ALEXANDER FAYNBERG’S "MEETING"

Аннотация

Inclusive education policies are essential for ensuring equitable access to education for all students, including those with learning disabilities (LDs). This study explores the impact of inclusive education strategies on the academic success of students with LDs at Uzbekistan State World Languages University. The research employs a pre-test and post-test design, evaluating students' performance before and after implementing inclusive teaching strategies, such as differentiated instruction, assistive technology, and peer mentoring. The findings reveal a significant improvement in academic performance, self- confidence, and classroom engagement among students with LDs. Keywords: LDs, dyslexia, dyscalculia, ADHD, dysgraphia. I.INTRODUCTION Inclusive education is an educational framework designed to provide equal opportunities for all students, regardless of their abilities, backgrounds, or disabilities. A core principle of inclusive education is ensuring that students with learning disabilities (LDs) receive the necessary support to succeed academically. Learning disabilities are neurological disorders that affect specific cognitive functions, including reading, writing, mathematical reasoning, and attention. Common LDs include dyslexia (difficulty with reading and spelling), dysgraphia (difficulty with writing), dyscalculia (difficulty with mathematical concepts), https://scientific-jl.com/luch/ 3 8 9 Часть-40_ Том-1_ Март-2025 ADHD (attention-deficit/hyperactivity disorder), and auditory processing disorder (difficulty in interpreting sounds). Globally, there has been a growing movement towards inclusive education policies, reinforced by international frameworks such as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and the Sustainable Development Goals (SDG 4: Quality Education for All). However, the implementation of inclusive policies varies across regions, and many developing countries face challenges such as a lack of trained educators, limited access to assistive technology, and inadequate curriculum adaptation for students with LDs. In Uzbekistan, educational institutions are gradually embracing inclusive education, but significant gaps remain in policy implementation and teacher preparedness. This study investigates the effectiveness of inclusive education strategies in enhancing academic outcomes for students with LDs at Uzbekistan State World Languages University. The research aims to determine whether interventions like differentiated instruction, assistive technologies, and peer mentoring improve student engagement, confidence, and academic performance. Literature Review Research in inclusive education highlights the importance of universal design for learning (UDL), which emphasizes flexible teaching approaches to accommodate diverse learners (Rose et al., 2005). Studies by Florian & Black- Hawkins (2011) suggest that differentiated instruction, where educators modify lesson delivery based on individual needs, significantly improves learning outcomes for students with LDs. Assistive technology has also played a critical role in supporting students with LDs. Text-to-speech software, screen readers, and speech recognition tools have been shown to enhance literacy skills in students with dyslexia and other learning https://scientific-jl.com/luch/ 3 9 0 Часть-40_ Том-1_ Март-2025 challenges (Adebisi et al., 2015). Additionally, peer mentoring programs have proven effective in fostering academic confidence and social integration (Carter et al., 2016). However, despite these advancements, barriers such as social stigma, inadequate teacher training, and resistance to policy changes remain obstacles to inclusive education (Slee, 2018). Research by Sharma et al. (2017) emphasizes the need for teacher training programs to equip educators with skills for handling diverse classrooms. This study builds on these findings by examining how these strategies impact students with LDs in Uzbekistan and identifying key areas for policy enhancement. II. METHODS Participants The study was conducted among second-year students at Uzbekistan State World Languages University, including 20 students with formally diagnosed learning disabilities and 30 students without LDs for comparative analysis. Research Design A mixed-methods approach was used, incorporating quantitative assessments (pre-test and post-test scores) and qualitative analysis (student feedback and teacher observations). Intervention Strategies Differentiated instruction: Individualized lesson plans, multi-sensory teaching methods, and flexible assessment formats. Assistive technology: Speech-to-text tools, audiobooks, and language learning apps. https://scientific-jl.com/luch/ 3 9 1 Часть-40_ Том-1_ Март-2025 Peer mentoring: Group discussions, role-playing activities, and collaborative assignments. Data Collection Pre-test and post-test scores assessed academic improvement, while student feedback forms measured confidence