TRENDS IN THE DEVELOPMENT OF INCLUSIVE EDUCATION IN MODERN PEDAGOGY

Authors

  • Badalov Avazbek Rustamjanovich Lecturer at the Namangan State Institute of Foreign Languages named after Ishoqxon Ibrat, Uzbekistan

Keywords:

Inclusive education, modern pedagogy, educational trends

Abstract

This article analyzes the trends and directions of inclusive education development in modern pedagogy. The theoretical and methodological foundations of inclusive education, issues of inclusion development in the context of international experience and reforms implemented in the education system of Uzbekistan are examined. The article also highlights mechanisms for improving inclusive education practices, developing teachers' professional competencies, and implementing innovative pedagogical technologies.

Downloads

Download data is not yet available.

References

O'zbekiston Respublikasi Prezidentining 2020-yil 13-oktyabrdagi "Alohida ta'lim ehtiyojlari bo'lgan bolalarga ta'lim-tarbiya berish tizimini takomillashtirish chora-tadbirlari to'g'risida"gi PQ-4860-son Qarori.

O'zbekiston Respublikasining "Ta'lim to'g'risida"gi Qonuni. 2020-yil 23-sentabr, O'RQ-637-son.

O'zbekiston Respublikasi Vazirlar Mahkamasining 2020-yil 23-dekabrdagi "Imkoniyati cheklangan bolalarga ta'lim-tarbiya berish tizimini yanada takomillashtirish chora-tadbirlari to'g'risida"gi 824-son Qarori.

Ainscow, M., & Messiou, K. (2018). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), 1-17. https://doi.org/10.1007/s10833-017-9312-1

Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education's promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Archives, 24(43), 1-29. https://doi.org/10.14507/epaa.24.1919

Н. А Абдухолиқова Жамият ахборотлашувининг ижобий салбий хусусиятлари Conferencea, 125, 2022.

Н. A. Абдухоликова Талаба ёшларнинг интернет қарамлигини олдини олишда таълим маърифати. Oriental renaissance: Innovative, educational, natural and social sciences 2022.

Björk-Åman, C., Björk-Willén, P., & Norén, E. (2021). The inclusion of multilingual students in Swedish schools: Policy and practice. International Journal of Inclusive Education, 25(14), 1594-1608. https://doi.org/10.1080/13603116.2019.1629122

Booth, T., & Ainscow, M. (2016). Index for inclusion: A guide to school development led by inclusive values. Cambridge: Index for Inclusion Network.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80(1), 7-24. https://doi.org/10.1177/001440291308000107

Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135. https://doi.org/10.1080/08856257.2013.778111

Mamarajabova, Z.N. (2020). Maxsus ta'lim ehtiyojlari bo'lgan bolalar bilan ishlash kompetensiyasini shakllantirish mexanizmlari. Ped. fan. bo'yicha falsafa doktori (PhD) diss. avtoreferati. – Toshkent. – 56 b.

McMaster, C. (2015). "Where is ____?": Culture and the process of change in the development of inclusive schools. International Journal of Whole Schooling, 11(1), 16-34.

Murawski, W. W., & Lochner, W. W. (2018). Beyond co-teaching basics: A data-driven, no-fail model for continuous improvement. Alexandria, VA: ASCD.

Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), 437-451. https://doi.org/10.1080/08856257.2017.1295639

Qodirova, Z.K. (2021). Inklyuziv ta'lim sharoitida pedagogik faoliyatga tayyorgarlikni ta'minlash mexanizmlari. Monografiya. – Toshkent: "Fan va texnologiya". – 180 b.

Rose, D. H., Gravel, J. W., & Gordon, D. T. (2018). Universal design for learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed.) (pp. 507-530). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Rose, R., & Shevlin, M. (2020). Support provision for students with special educational needs in Irish primary schools. Journal of Research in Special Educational Needs, 20(1), 51-63. https://doi.org/10.1111/1471-3802.12465

Sailor, W., McCart, A. B., & Choi, J. H. (2018). Reconceptualizing inclusive education through multi-tiered system of support. Inclusion, 6(1), 3-18. https://doi.org/10.1352/2326-6988-6.1.3

Shogren, K. A., McCart, A. B., Lyon, K. J., & Sailor, W. S. (2018). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173-191. https://doi.org/10.1177/1540796915586191

Specht, J., & Young, G. (2019). Professional learning for teachers and educational assistants working with high-needs student populations. In B. Smith & A. Hargreaves (Eds.), Handbook of educational ideas and practices (pp. 128-139). London: Routledge.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.

Алехина С.В. (2016). Инклюзивное образование: от политики к практике // Психологическая наука и образование. – Том 21. – № 1. – С. 136-145. https://doi.org/10.17759/pse.2016210112

Малофеев Н.Н. (2018). От равных прав к равным возможностям, от специальной школы к инклюзии // Известия РГПУ им. А.И. Герцена. – № 190. – С. 8-15.

Downloads

Published

2025-04-30

How to Cite

Badalov Avazbek Rustamjanovich. (2025). TRENDS IN THE DEVELOPMENT OF INCLUSIVE EDUCATION IN MODERN PEDAGOGY. International Scientific and Current Research Conferences, 1(01), 220–225. Retrieved from https://orientalpublication.com/index.php/iscrc/article/view/1877