ANALYSIS OF EXPERIENCES OF INCLUSIVE EDUCATION IN THE REPUBLIC OF UZBEKISTAN AND FOREIGN COUNTRIES
DOI:
https://doi.org/10.17605/Abstract
This article provides a comparative analysis of inclusive education practices in Uzbekistan and various foreign countries. For Uzbekistan, the study examines the legal and regulatory framework, implementation of inclusion in general and preschool education institutions, state policies, cooperation with international organizations, infrastructure improvements, and teacher training. For foreign countries (e.g., Finland, Canada, Japan, and other developed nations), the article reviews successful inclusive education models: individualized learning plans, differentiated pedagogy, adapted learning environments, specialized resources, and effective administration. The analysis concludes that effective inclusive education requires a robust legal basis, qualified staff, adapted infrastructure, and the adaptation of international best practices. Positive steps in Uzbekistan — such as opening inclusive schools and collaborations with organizations like UNICEF — support the development of equal educational opportunities for children with disabilities and special needs.
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