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Pedagogical and Psychological Factors for Ensuring the Sustainability of Inclusive Education in Uzbekistan
), Safarova Ferangiz Asror(2), Naimova Muxlisa Nusrat(3), Masharipova Komila Adamboy(4),
(1) Chirchik State Pedagogical University, Uzbekistan
(2) Chirchik State Pedagogical University, Uzbekistan
(3) Chirchik State Pedagogical University, Uzbekistan
(4) Chirchik State Pedagogical University, Uzbekistan
Corresponding Author
Abstract
This study explores the pedagogical and psychological factors essential for ensuring the sustainability of inclusive education in Uzbekistan. Despite legislative efforts to promote inclusivity, challenges remain in addressing the educational needs of students with disabilities. The study combines pedagogical theories, psychological principles, and empirical data from educational institutions to examine the key factors affecting the implementation of inclusive practices. Key findings indicate that teacher training, resource allocation, and the psychological climate within schools are pivotal to the effectiveness of inclusive education. Notably, the study highlights that a lack of specialized teacher training and insufficient resources hinder the widespread adoption of inclusive practices. The research suggests that overcoming these barriers requires a multifaceted approach, involving policy reform, improved teacher development, and the integration of assistive technologies. These efforts are crucial for building a more inclusive, accessible, and sustainable education system in Uzbekistan.
Keywords
References
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