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Developing Communicative Skills in Primary School Students Through Inclusive Education: A Methodological Approach
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(1) Chirchik State Pedagogical University
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Abstract
This study aimed to develop and evaluate a pedagogical methodology designed to enhance communicative skills among primary school students in inclusive education settings. Using a quasi-experimental design with pre-test and post-test control groups, the study involved 80 students from Grades 2 to 4 in mainstream schools, equally divided into experimental and control groups. The experimental group participated in a 16-week intervention program that integrated interactive teaching strategies, speech development activities, and collaborative learning. Communicative abilities were measured through validated observation protocols, teacher checklists, and structured interviews before and after the intervention. The results demonstrated statistically significant improvements in the experimental group across all dimensions of communication, including verbal and non-verbal communication, empathy, cooperation, and self-expression, particularly among students with special educational needs (SEN). These findings suggest that structured, inclusive pedagogical approaches can effectively foster communicative competence and support social integration in diverse classroom settings.
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