Inclusive Education In Preschool Education As An Example Of A Foreign Education Program
Rahimjanova Mashhura
Rahimjanova Mashhura Rustamjon’s daughter
Namangan State Pedagogical Institute
Faculty of Pedagogy
A student of the 3rd stage of preschool education
E-mail: @rahimjanovamashhurakhon@gmail.com
Abstract: This article is about the introduction of inclusive education in preschool education, the application of the inclusive education program in foreign countries and its practical and theoretical aspects in the Republic of Uzbekistan and its implementation, the health of children with disabilities in Uzbekistan and foreign countries. Information is provided about the education of the children and the comparison of the conditions created for them.
Key words: inclusive education, international experiences, children with disabilities, individual planning, concept, integration, convention, intellect, educational integration.
INTRODUCTION
Great attention is paid to the strategy of education development in the Republic of Uzbekistan. In the new renaissance period of new Uzbekistan, all reforms in the education system are showing their results and creating a new ground for the future of our people. In particular, inclusive education has become an urgent issue today.
President’s concept of development of inclusive education in the public education system in 2020-2025, [1] December 29, 2016 “On measures to further improve the preschool education system in 2017-2021” Decision No. PQ-2707 was adopted. In accordance with the decision, a number of tasks were defined, such as the introduction of the pre-school education system of foreign countries in depth and implementation in our country, as well as important and urgent tasks were defined. [2] In addition, in order to create the legal basis for the introduction of inclusive education based on today’s requirements, the concept of inclusive education was included in the draft Law of the Republic of Uzbekistan “On Education”. In this regard, the President’s decision “On measures to introduce new management principles into the public education system” adopted on September 5, 2018 is of great importance in the development of the system. It is no exaggeration to say that the introduction of the concept of inclusive education for the first time in our General Assembly – our new Constitution was one of the biggest changes in the field of inclusive education. That is, in accordance with the revision of the New Constitution, in the second section, the ninth chapter, article 50: “Inclusive education and training is provided for children with special educational needs in educational organizations.” This year, by decision of the Cabinet of Ministers, it is for pre-school and school education
Resolution No. 46 dated January 25, 2024 “On measures to improve the system of education and rehabilitation of children with special educational needs” was signed. [3] There is no doubt that such efforts made in our country will definitely bear fruit in the future.
In the countries of the world, special attention is paid to the issue of educating children with disabilities who need social protection, helping them to take their rightful place in society. The United Nations “Universal Declaration of Human Rights”, “Declaration on the Rights of Mentally Retarded Persons”, “Convention on the Rights of Persons with Disabilities”, “Education for All” program is correct. Declaration, “Asia and Oceania Program of Measures for the Protection of the Rights of Persons with Disabilities”, “Standard Provisions on Ensuring Equal Opportunities for Persons with Disabilities”, “Convention on the Rights of the Child” and other internationally accepted the main goal of regulatory legal documents is aimed at protecting children with disabilities, and this international legal framework provides for the effective introduction of an inclusive approach to the educational process.[4]
Professor Peter Mittler of the University of Manchester writes: “Inclusive education is a step towards the ultimate goal – that of all children and adults, regardless of gender, age, ethnicity, ability, disability or not. to create society, to participate in society and to contribute to it”, he said.
Dear President: “We consider pre-school education and school education, higher and secondary special education system and scientific and cultural institutions to be the four integral links of the future Renaissance, kindergarten teacher, school We consider our teachers, professors, and scientific-creative intellectuals to be the four pillars of the new renaissance era, “realizing that the pre-school education system is the first pillar, i.e. the foundation, we today’s young personnel need to be able to respond to the demands of the times, to provide proper education and training for our future.
LITERATURE ANALYSIS AND METHODOLOGY
Germany
German law stipulates the right to free preschool education. Children can be taken to kindergarten from the age of 4 months. Many Germans use this right. There are different types of kindergartens in Germany. In particular, they are divided into:
- Waldkindergarten (from the German Wald – forest, German Kindergarten – kindergarten) means. The idea of creating such kindergartens started in Scandinavia. Many such kindergartens are located in the forest. Children are constantly walking in the open air and doing various activities, studying trees and other plants, making different things from natural materials, and having ideas about them. Through this, human feelings of loving nature and preserving it are formed in children.
- Bauernhofkindergarten (from the German Bauernhof – farmer’s yard, fortress; Kindergarten – kindergarten). Such kindergartens are located on farms, farms, or on land close to them. As long as the children are strong enough, they help the farmers in feeding the cattle, growing vegetables and fruits in the fields and gardens.
- Freinet-Kindergarten. This direction of preschool pedagogy takes its name from the surname of an Italian family couple who developed a unique approach to child education. The peculiarity of this direction is that the child becomes completely free and independent. That is, children decide for themselves what to do, what games to play, what to do, when to eat and sleep. It is important to take children to more creativity, story-role games, experiments, trips in the heart of nature or in enterprises and organizations of the city.
- Integrated kindergartens. Physically and mentally unhealthy children are brought up together with healthy children in such type of MTMs. Such conditions are considered a great opportunity for ordinary children to learn endurance, tolerance and respect. Children with disabilities are not separated from society, they learn to communicate and cooperate with their peers. The large number of such kindergartens and schools creates favorable conditions for disabled people to live, learn and express themselves in Germany.
- International kindergartens. Such kindergartens were created for emigrants, and often they are organized by emigrants themselves for their children.
There are many Turkish-German, Jewish, Russian-German kindergartens in Germany. In such groups, there is always a teacher who speaks the mother tongue with the children, as well as a teacher who speaks German. Children learn their parents’ language as well as German. It should also be noted that in Germany preschool educational institutions conduct activities such as active games, gymnastics, running, and jumping with children. The physical education program includes water games and swimming lessons. .[5]
CONCLUSIONS AND SUGGESTIONS
In conclusion, I can say that I was surprised by the system of preschool education in foreign countries and the education of children with disabilities in it. The system of preschool education is developed in different ways in all countries, within the framework of their own laws, decisions, orders, and based on the mentality of the state, the country can also provide education to children with disabilities. It depends on the skills of today’s personnel to integrate the experience of inclusive education abroad and in Uzbekistan, without separating children with disabilities from the society, and not contradicting the laws being developed in our country on the basis of innovative approaches and technologies in foreign countries.
It is up to us young personnel to take into account our own mentality when introducing foreign experiences and educational system to our country, to diagnose and analyze children with disabilities, to know their psychological, spiritual, physical and mental potential, to feel what is possible and what is not possible for a child. is one of our priorities. All professions can make mistakes during their career, but doctors and pedagogues cannot make mistakes. Because it is the task of the educator and pedagogue to educate the young generation to be perfect in every way. That is, the educator and pedagogue is the pillar of the first building in the formation of the child as a person.
List of used literature:
- The concept of development of inclusive education in the public education system in 2020-2025.
- Decision No. PQ-2707 of December 29, 2016 “On measures to further improve the preschool education system in 2017-2021”.
- Resolution No. 46 dated January 25, 2024 “On measures to improve the system of education and rehabilitation of children with special educational needs”.
- “Fundamentals of inclusive education” Instructional manual. Urganch. 2020.
- Rs. Shomakhmudova, “Special and inclusive education, international and national experiences” – educational methodical guide. Tashkent 2011.
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