Umumiy qadriyatimiz, birgalikda taraqqiyotga intilishimiz, madaniyatlar xilma-xilligiga hurmatimiz

part of an inclusive approach, each school or 
institution takes into account the individual 
needs of all students. Children with visual 
impairments are given the opportunity to use 
a guide dog. Thus, in the United States there 
is a well–functioning education system that 
provides equal opportunities for all people, 
covers all areas of life, promotes the maximum 
integration of a person with special needs into 
society, and also ensures the acceptance of 
“special” education”
2
.
In 1973, the US Congress, building on 
the experience of the District of Columbia, 
passed the Education for the Disabled Act 
(later renamed the Education for the Disabled 
Act), which provided the necessary funding for 
special education in the local school system. 
In the United States, 30 percent of students 
diagnosed with mental retardation are isolated 
from other children. A partially inclusive 
format has been developed for students with 
intellectual disabilities. A distinctive feature of 
the use of inclusive education technologies in 
the US higher education system is the creation 
of departments at universities to work with 
people with disabilities. The adoption in 1975 
in the United States of the “Education for all 
disabled persons act” and “On integration” 
was a natural result of the long–term struggle 
of the democratic strata of society against 
racial segregation. The further development 
of democratic tendencies in this direction 
naturally led to the transfer of racial integration 
rights to the problems of the disabled and 
the development of integration processes 
associated with special education oriented 
towards “mainstream” education.
By the end of the 20th century, the principle 
of an integrated approach was implemented 
in the educational practice of many countries 
of the world (USA, Great Britain, Sweden, 
Germany and Italy, Scandinavian countries) 
to give children with developmental problems 
the opportunity to study in a public school 
together with normal children. At the same 
time, additional special support conditions 
were created to facilitate learning.
At that time, the process of allocating 
children with special needs for education was 
expanded in the USSR. By the mid–1980s, 
there were 8 types of schools for children with 
developmental disabilities.
Children with disabilities were viewed 
through the lens of “defectology” (a medical 
2 Сигал Н.Г. Реализация инклюзивного образования за рубежом // Вестник Челябинского государственного педагогического университета. 2013. – №12. – C. 97–103.
3 Стангвик Г. Политика интегрированного обучения в Норвегии. Интегрированное обучение: мировой опыт / под ред. С. Пейла, К. Мейера и С. Хегарти. Лондон, 2006.
4 Сигал Н.Г. Реализация инклюзивного образования за рубежом // Вестник Челябинского государственного педагогического университета. 2013. – №12. – C. 97–103.
5 М.А.Шаповалова, О. А. Денисова Тенденции развития инклюзивного образования детей с ограниченными возможностями здоровья в зарубежных странах и России // 
Специальное образование. 2017. №. URL: https://cyberleninka.ru/article/n/tendentsii-razvitiya-inklyuzivnogo-obrazovaniya-detey-s-ogranichennymi-vozmozhnostya mi-zdorovya-v-
zarubezhnyh-stranah-i-rossii (дата обращения: 18.03.2022).
6 Сигал Н.Г. Реализация инклюзивного образования за рубежом // Вестник Челябинского государственного педагогического университета. 2013. – №12. – C. 97–103.
model) and treated accordingly. Based on 
this philosophy, the deficiencies they have are 
defects that can be corrected if appropriate 
services are provided.
The result of this approach was 
the systematic placement of children in 
residential institutions where they could grow 
and develop, supported and protected from 
society at large, taking into account the type 
of health impairment.
Currently, the process of closing special 
schools and turning them into general 
education centers is actively developing 
in Norway. The special school system is 
complementary to the public school system. 
Special school teachers are being retrained 
to work in the new environment, but the 
educational institutions entrusted with this 
function are not able to fully equip teachers 
with the specific skills needed to work in 
integrated settings, following traditional roles
3
.
In Sweden, special schools for mentally 
retarded children are integrated into a general 
education school, placing classes in its 
building. Special education for children with 
autism at an early age is a complex problem, 
since these children study in small groups in 
a regular school, and there are 2 teachers and 
assistants for every 3 children. In Sweden, 
the process of integration is very hasty, 
integration has many negative aspects, while 
it is not a goal, but a means of integrating and 
normalizing children with special needs
4
.
In Canada, there is an inclusive education 
system, and an individual approach to planning 
is implemented, based on the wishes and 
abilities of the child. The curriculum is adapted 
to the needs of the child. All children are 
included in the educational process, there are 
almost no special schools. There are separate 
classes (but these are exceptional cases). 
All children are included in the educational 
process, recreation, entertainment, life
5
.
In France, inclusive education is 
presented in two forms:
– children with disabilities study in a 
regular class under the guidance of a non–
specialist teacher (this is a “school inclusion” 
class);
– they study in a special class for children 
with disabilities, but under the guidance of 
a special teacher (“pedagogical integration 
class”)
6
.
A school inclusive classroom is an open 
classroom where a student with a disability 
can go to work individually or in groups with 
PEDAGOGIKA, PSIXOLOGIYA VA 
INNOVATSION TA’LIM

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“TAFAKKUR ZIYOSI”
ilmiy-uslubiy jurnali 2022/3-son
38 
a special teacher at appropriate times of the 
school day. Special teachers, as a rule, work in 
resource centers and visit all students assigned 
to the center according to the schedule 
and provide the necessary support to them 
and teachers. The inclusion time gradually 
increases, which allows the child to move from 
the “school class of inclusion” to full individual 
inclusion. French teachers believe that this 
form of inclusion is very effective for children 
with visual and musculoskeletal disorders. 
However, this is completely unacceptable for 
deaf and mentally retarded children. For such 
children, pedagogical integration classes are 
opened, which are an open system that unites 
middle and high school students for escort 
and supervision. An individual school plan is 
developed for each student with a disability, 
which defines the conditions of the school 
process, as well as pedagogical, psychological, 
social and medical measures. The main 
problems in the implementation of inclusive 
education in France are the development of 
methodological support for inclusive practice, 
and insufficient staffing.
Inclusive schools in India exist alongside 
special schools. Children with severe and 
complex pathologies study in special schools. 
A child studying in an inclusive school has 
the opportunity to be with his family, go to 
school near his home. More than 90% of 
disabled children in India live in rural areas. 
Education in special schools and education in 
general education programs is not available 
to all children, therefore, inclusive education 
provides equal opportunities for all students 
and realizes the right to social culture. The 
following models of inclusive education are 
currently being implemented in India:
– disabled children study in general 
education schools and live in boarding schools 
with normally developing children or live in 
boarding schools for disabled children or live 
at home with their parents);
– disabled children study in a separate 
class of a general education school;
– when the teacher visits the child at 
the local school and the child stays with the 
parents;
– disabled children (children with 
disabilities) study in a general education 
school with constant visits to a teacher and 
a specialist (speech therapist, defectologist, 
psychologist) with knowledge in the field of 
education;
– where one special teacher in a certain 
direction teaches different categories of 
children with disabilities.
The ideal concept of inclusive education 
aims to help the child fully integrate into 
society
7
.
7 Малофеев Н. Н. Специальное образование в меняющемся мире. Россия. – М.: Просвещение, 2010. – Ч.1. – 319 с.
Analyzing the pedagogical views of 
foreign scientists on the definition of the 
essence and content of the concept of 
“inclusive” or inclusive education, we can 
say that this is a multifaceted pedagogical 
phenomenon, a step towards creating an 
inclusive society for all children, genders, 
ages, ethnic origin, developmental disabilities 
/ whether they participate and contribute to 
society. It should be noted that in a number 
of foreign countries, such as Norway, Sweden, 
Canada, Germany, the USA, France, there is 
a combination of systems of special and 
inclusive education and special education. 
At the same time, special schools are 
educational organizations that teach children 
with severe developmental disabilities, and 
using the example of India, we emphasize that 
there is no integration of general and special 
education systems, but there are trends in the 
development of inclusive education.
The variability in the implementation of 
inclusive education, the effectiveness of its 
implementation in many years of practice, the 
positive impact of schools on each participant 
in the educational process, the achievement 
of stable growth rates for students with 
disabilities are common trends for foreign 
countries.
The 
implementation 
of 
inclusive 
education in foreign countries consists of:
– carrying out educational work with 
parents of disabled children and their healthy 
peers in order to form a positive attitude and 
awareness in the development of society;
– training teachers to work in an inclusive 
school;
– implementation of early diagnosis of 
children and the creation of special inclusive 
programs;
– expand interdisciplinary cooperation in 
order to create an inclusive culture among all