INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN UZBEKISTAN

(brainstorming on setting up resource centers / October 10-11, 2014)

One of the main results of the Component II activities is setting up five pilot Resource centers to support inclusive educational practices.

For this purpose the group of experts conducted primary analysis of the situation with Resource centers, which were set up earlier in Uzbekistan. It was essential to identify, what is the understanding of appropriate experts regarding the role and functions of the Resource Center in inclusive education in Uzbekistan? Primarily the understanding is focused around supporting children using equipment and other material resources.

But resources are not just equipment. This includes infrastructure, materials, and most importantly, human resources. These are people, who work at the organization – resources in knowledge, skills, and motivation. Thus, initial analysis of the situation with the Resource centers, based on interview with the representatives of the Ministry of Public Education and the Centers themselves, observations in the course of the visits, information from international organizations and other materials demonstrated  the following picture.

Mostly, establishment of the researched Resource centers was closely linked to international and national initiatives on inclusive education. In the last decade several Resource centers were established in Uzbekistan in the framework of international and national initiatives. In the framework of the pilot Organization of the Institutions to Support Inclusive Education in Uzbekistan project of UNESCO, UNICEF, and the Ministry of Public Education, Resource Centers were established in Ferghana, Khorezm, Namangan, Surkhandarya, Navoi and Andijan.

Main problem zones, which create a challenge for the sustainable operation of resource centers is the lack of legal platform. The Resoure center operates rather for methodological support of teachers than a center, which invests resources in development of inclusive education. There is deficit of essential human resources, whereas no financing is envisaged for the centers.

As a result of the brainstorming conducted on October 10-11, 2014 with involvement of project’s national and international experts and the specialists of the Ministry of Public Education, the staff of the Republican Center for Social Adaptation of Children, initial understanding of the Mission and Vision of the Pilot Resource Centers, planned to be opened in the framework of the project, was generated.

Furthermore, it is expected that cooperation with local community, educational and government institutions, NGOs, the media, and other stakeholders will be established by signing the Memorandum of Understanding. According to Elvira Narimanovna Nazarova (RCSAC), the activities of the project Resource centers can be effective and successful only when every employee of the center and the representatives involved in its activities will feel their ownership, and own contribution to the advancement of inclusive education in Uzbekistan.

The mission of the center should become Promoting the Rights of the Children with Special Needs through cooperation of various services and organizations. Only with the joint efforts, the model of Inclusive Education will enable children to live a full-fledged life and develop.