Pedagogical Strategies for Enhancing Inclusive Education in Uzbekistan: Challenges, Interventions, and Social Impact

Tagonova Guliza Bayramalievna, Arslonova Marjona, Mirzaliyeva Guljakhon

Abstract


The study aims to assess the awareness, readiness, and attitudes of primary school teachers, parents, and community leaders toward inclusive education, identifying gaps and proposing actionable strategies. Employing a mixed-methods approach—literature analysis, structured surveys, interviews, and observations—data were collected from selected stakeholders across five public schools. Pre- and post-intervention surveys revealed a significant increase in awareness and understanding of inclusive education following targeted seminars and capacity-building sessions. Results highlighted that while legal and policy frameworks for inclusive education exist, major barriers include limited teacher training, inadequate infrastructure, and societal stigma. The study proposes a strategic model focusing on teacher training, community sensitization, and institutional capacity-building. Findings underscore the transformative potential of inclusive education not only in ensuring social equity but also in fostering national human capital development. This research contributes to the growing discourse on inclusive pedagogy in Central Asia and offers policy-relevant recommendations to scale inclusive practices nationwide.

Keywords


Community engagement; Educational policy; Inclusive education; Special educational needs; Teacher training

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DOI: https://doi.org/10.17509/ijcsne.v5i1.82691

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