Cooperation between Families and Educational Institutions in the Effective Organization of Inclusive Education

Authors
  • A.U. Kurbanova

    Associate Professor of the Center for Assessment of Knowledge and Qualifications of Aviation Specialists, Military Aviation Institute, Military Security and Defense University of the Republic of Uzbekistan, Armed Forces Officer
Keywords:
inclusive education, children with special needs, integration, family, educational institutions, pedagogical support
Abstract
This article analyzes the meaning, principles and practical ways of organizing inclusive education in the family and educational institutions. It also considers the role of the family in integrating children with disabilities into society and the measures that need to be implemented in the education system
References

[1] Decree of the President of the Republic of Uzbekistan No. PF-4947 dated February 7, 2017, “On the Strategy of Actions for the Further Development of the Republic of Uzbekistan.” [Online]. Available: https://lex.uz/docs/3107036

[2] E. Mikhalch, Inclusive Education. 2021.

[3] N. Miklyaeva, T. Chudesnikova, A. Vilenskaya, O. Kudravets, and S. Semenaka, Inclusive education of children with limited health capabilities. Moscow, Russia: Yurayt, 2021.

[4] L. Sh. Nurmuhamedova, Legal foundations and scientific and theoretical issues of children with disabilities: Application of innovative educational technologies in the process of training defectologists: problems and prospects. Tashkent, Uzbekistan, 2014.

[5] D. S. Kakharova, Inclusive educational technology. Tashkent, Uzbekistan, 2014.

[6] R. Shomakhmudova, D. Tulaganova, and A. Berdiyeva, Correctional pedagogical work with children with problems in physical development in the system of inclusive and special education. Tashkent, Uzbekistan: HT «Rozikov O.J.», 2007.

[7] M. Ainscow, Understanding the Development of Inclusive Schools. London, UK: Routledge, 2020.

[8] T. Booth and M. Ainscow, The Index for Inclusion: Developing Learning and Participation in Schools. Bristol, UK: Centre for Studies on Inclusive Education, 2011.

[9] J. Florian, Inclusive pedagogy: From learning to teaching. London, UK: Routledge, 2014.

[10] C. Forlin, Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. Abingdon, UK: Routledge, 2010.

[11] L. Florian and D. Rouse, “The inclusive practice project in Scotland: Teacher education for inclusive education,” Teaching and Teacher Education, vol. 20, no. 3, pp. 333–346, 2004.

[12] R. Slee, Inclusive Education: From Policy to Effective Practice. London, UK: Continuum International Publishing, 2011.

[13] M. E. Dyson and A. Gallannaugh, “Inclusive education and children with disabilities in mainstream schools: A global perspective,” International Journal of Inclusive Education, vol. 18, no. 12, pp. 1231–1245, 2014.

[14] P. Garner, Special and Inclusive Education in Practice: Strategies for Teaching and Learning. New York, NY, USA: Routledge, 2016.

[15] L. C. Smith and J. Polloway, Educating Students with Special Needs: An Introduction to Inclusive Practices, 7th ed. Boston, MA, USA: Pearson, 2018.