INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN UZBEKISTAN

Author: Maksuda Muhsinbaeva, Coordinator for Inclusive Education in Namangan Region

It seems that it was only few days ago that we had hot days, it was summer, but now we already have the golden fall outside, which slowly but surely brings us closer to mother winter. I think my work in the field of inclusive education, probably, can be compared with this natural phenomenon.

In order to introduce inclusive education in our pilot region of Namangan, we also had hot days, and they were hot not only because of the weather, but, also, because of the increasing pace of work: the launch of the resource center, holding of the conference, training of trainers, experts, representatives of the pilot institutions, work with the representatives of the medical and psycho-pedagogical commission, preparation for the selection of children, and many other steps that we had to prepare, in order to enroll, starting from September, children with special needs at our schools and kindergartens...

It seems that only 2 months have passed from the beginning of the academic year, but our children are already making progress: at schools, together with the class, they learn to write, read, speak, and recite poems. For example, Abdullah Mansurov, a student of the 1st grade of our pilot school told me by secret that he really liked the school, he has friends here and the teacher loves him very much. And when he is asked about the things he learned, he says that he learned to the draw beautifully, to write letters, and he learned many poems.

Although, he admits that reading by syllables is something more difficult for him to master, but he tries hard. Another clever boy studies in the same class – Diyorbek Rahmonaliev who grasps everything in a single flash. In the beginning, he did not even talk, he kept silent all the time (doctors diagnosed him with alalia), says the supervising teacher of his class Nilufar Hudoykulova, he experienced difficulties trying to articulate words. But now, he talks, not only he articulates words, but he tells whole sentences, and he also manages to complain on his neighbor, if the neighbor does not let him listen or perform tasks.

And there are many examples like that.Speaking about inclusive education, it is difficult not to note the role of the parents who actively help educators and teachers to work with their kids. Talking to them, you see, how their eyes light up when they talk about the success of their son or daughter, you hear their voices tremble with pride and excitement. And working with the parents, you start getting firmly convinced that with them you need a different approach, it is not only the father or the mother of your student or pupil, is also your main partner.

In late September, in the framework of the activities of the resource center, we held a meeting ofthe parents with a defectologist. The meeting was very active and interesting; there were many questions, suggestions and recommendations. Each of the participants was active, happy to share his observations, experiences, effective approach to learning. In short, both involved parties were able to get a maximum return from the meeting. When you see such participation, you start understanding that there are not any indifferent and inactive people, everyone is involved in the process.

Having made this small review, I catch myself thinking that the next time will write about teachers, about these heroes, who, despite everything, make miracles, and encounter miracles every day. As long as there are such people here with us, while their number is growing, I am confident that the practice of introducing inclusive education will remain successful.