Toshkentboyeva Xumora

She was born on August 31, 2008, in Shahrisabz city, Qashqadaryo region. From an early age, she was curious about learning and had a strong interest in studying languages. Currently, she is a student at Samarkand State Institute of Foreign Languages, majoring in Foreign Language and Literature. In addition, she holds several international certificates and is among the students who are passionate about reading.

The Path of Development of Amir Temur

Abstract

Amir Temur is regarded as one of the greatest figures who left a profound mark on Uzbek and world politics and civilization. Today, we clearly understand the significance of his rich experience in establishing a just system of state governance. This article discusses Amir Temur’s path of development, his state-building policy, and his reforms in the fields of education and the military. It also highlights the importance of The Code of Temur in public administration and its influence on the worldview of modern students. Furthermore, the article reveals Amir Temur’s role as a great statesman and the processes of development achieved through his policies.

Keywords: Amir Temur, political stability, Timurid state, activity, The Code of Temur, military reforms, education system, historical heritage, Babur, Samarkand, justice, rule of law, centralized state.

Main Part

Amir Temur: His Life and Personality

Amir Temur was born on April 9, 1336, in the village of Khoja Ilgor near Kesh. According to legends, he was born holding a clot of red blood in his hand, and his hair was said to be white like that of an elderly man. Such descriptions were even compared to stories about Genghis Khan.

From a young age, he mastered science, military arts, and archery, possessing a sharp memory and strong determination. His father, Amir Muhammad Taraghay, was from the Barlas clan of Turkic origin and was a respected and influential noble in Transoxiana.

In 1370, after defeating Amir Husayn, he ascended the throne in Samarkand as the ruler of all Transoxiana. He organized campaigns to the Golden Horde, the Ottoman Empire, India, and Iran, establishing a vast empire.

Timurid Military Art

The Timurid army was precisely organized in terms of numbers, its battle formations were well-developed, and it was equipped with the advanced weapons and military technology of its time. Military units were distinguished by their uniforms, banners, and standards.

Their strategies included destroying enemy defenses through various methods, launching sudden strikes on major cities, surrounding enemy forces on a large scale, and defeating them step by step.

Amir Temur and his descendants, especially Babur, made significant contributions to the development of world military art. This has been acknowledged by military specialists and commanders. Known as a great military leader and innovative organizer, Sahibqiran succeeded in creating a disciplined army, wisely managing troops during battles, overcoming obstacles with strategic skill, and maintaining high morale among his soldiers.

The Educational Renaissance during the Reign of Amir Temur

During the Timurid period, special attention was given to education, science, and culture as the foundation of a renaissance. Scholars, poets, and craftsmen were supported, and the development of science was elevated to the level of state policy.

In building a powerful state and enlightened society, Amir Temur relied on ancient Turkic statehood traditions and Islamic law. He deeply understood that the foundation of any development lies in a high-quality education system. Therefore, he first focused on properly establishing education and upbringing and raising the social status of educated and enlightened individuals. Educational institutions were established throughout major cities.

Historical sources indicate that there was a tradition of enrolling boys in school at the age of four years, four months, and four days, and primary education covered all cultural regions of the vast empire.

The Code of Temur

During Amir Temur’s lifetime, a special work entitled The Code of Temur was written, describing the principles of state governance. The work consists of two parts and is considered a priceless historical source of the Middle Ages.

It includes biographical information related to Temur’s life events, his views on military art, and descriptions of state structure and governance. The centralized and powerful state created by Amir Temur was established based on the invaluable principles contained in this work.

The main ideas of the book include:

Justice as the main pillar of the state;

Supremacy of law as equal for all;

A disciplined army as the guarantee of a strong state;

Wisdom and consultation as superior to violence;

Loyalty and diligence as the criteria for holding office.

The historical significance of this work lies in the fact that The Code of Temur is an important source for studying the history of statehood in Central Asia. It served as a political guide for many rulers. Even today, it provides valuable ideas about leadership, justice, and order.

Economic and Cultural Development

After establishing a large state, Amir Temur created conditions for the economic and cultural development of his country. Ancient traditions of past eras were revived in a new historical form. As Transoxiana became a center of trade, economy, and culture across the Near and Middle East, cities such as Samarkand, Kesh, Bukhara, Termez, Tashkent, and Merv flourished and were beautified.

Large buildings of mosques, madrasahs, mausoleums, caravanserais, and bathhouses were constructed. It became customary for every victory to be immortalized in architecture. In his construction activities, Amir Temur pursued specific political goals — the structures he built were meant to demonstrate the power and greatness of his empire.

Conclusion

Amir Temur occupies an important place in history not only as a powerful military commander but also as a great statesman who paved the way for development. His path of progress was achieved through the establishment of a strong state, just governance, and reliance on knowledge and enlightenment.

References

Amir Temur – A Great Military Commander and Statesman. Collection of materials from the Republican Scientific-Practical Conference. 2025, 420 pages.

People’s Word newspaper.

The Code of Temur. Conclusion section, 318 pages.

My name is Umarova Gulsevar Ubaydullo qizi. I am a student of Kokand State University, Faculty of Humanities and Languages, majoring in Uzbek Language and Literature. I hold a B2 level certificate in English.

I participated in the “Zakovat” intellectual competition with my team and won 3rd place at the district stage and 2nd place at the regional stage. I am also the 2nd place winner of the “Young Reader” competition at the district level. In addition, I have actively participated in many poetry recitation and literary events.

Lexical Monosemy and Polysemy

Abstract.

The article discusses the concepts of lexical monosemy and polysemy, their meanings, and their functions within the language system. Monosemy is defined as a word having a single meaning, while polysemy refers to the use of a single word in several related meanings. The differences between these two phenomena, the factors influencing their formation, and their significance in speech are comparatively analyzed. In conclusion, it is emphasized that monosemy ensures clarity, whereas polysemy enriches the semantic and expressive potential of language.

Keywords: lexical monosemy, lexical polysemy, word meaning, single-meaning, multi-meaning, semantic system, metaphor, metonymy, significance in speech, language development.

The richness of any language is primarily reflected in how its words acquire meaning and how these meanings change over time. A word is not merely a collection of sounds; it is a living phenomenon that reflects the history, thinking, and culture of a society. Therefore, the use of a word in one precise meaning or in several interconnected meanings directly influences the semantic structure of a language. These processes are manifested through the phenomena of lexical monosemy and lexical polysemy.

Monosemy: Clarity of Meaning and Differential Characteristics

Monosemy refers to linguistic units possessing a single, clear, and limited meaning. Monosemic units are most commonly found in scientific terminology, technical terms, and the vocabulary of natural sciences. This is because the primary function of terms is to express concepts with maximum precision.

For example:

Photosynthesis, phragma, component, diameter — such terms adhere to the principle of monosemy.

Monosemic units prevent semantic ambiguity, ensure logical consistency, and enhance the effectiveness of scientific communication. From the perspective of the language system, their presence leads to a deeper differentiation of semantic categories.

While monosemy strengthens the principles of clarity and logic in language, polysemy adds diversity, semantic flexibility, and expressive richness. The natural development of language occurs through the interaction and harmony of these two phenomena. Therefore, the issue of monosemy and polysemy is relevant not only theoretically but also practically in terms of speech culture.

Polysemy: Semantic Richness and Dynamic Development of Language

Polysemy is characterized by a word developing several semantically related meanings over the course of its historical evolution. This phenomenon aligns with the core characteristics of natural language — dynamism, systematic structure, and economy.

The main mechanisms of polysemy formation include:

Metaphor — semantic transfer based on similarity or analogy.

Example: eye — an organ; the eye of a spring — the source point.

Metonymy — semantic transfer based on spatial, functional, or cause-and-effect relationships.

Example: I drank the glass (meaning the liquid inside it).

Contextual extension — acquisition of additional semantic shades during speech.

Polysemy increases semantic density in language, making speech multifaceted, vivid, and expressive. It is precisely through polysemous words that the main semantic and aesthetic features of artistic style are formed.

Monosemy and Polysemy: Systematic Comparison

1. Number of meanings

Monosemy — a word has a single, precise meaning.

Polysemy — a word is used in several interrelated meanings.

2. Main function

Monosemy ensures precision and terminological strictness.

Polysemy enhances expressiveness, imagery, and semantic richness.

3. Sphere of use

Monosemy is common in scientific-technical, official, and specialized fields.

Polysemy is widely used in everyday speech, literary works, and journalism.

4. Influence on language development

Monosemy clearly defines conceptual boundaries and reinforces semantic order.

Polysemy expands the semantic system and introduces new semantic dimensions.

5. Factors of formation

Monosemy develops mainly due to social necessity, scientific precision, and terminological requirements.

Polysemy arises from metaphor, metonymy, contextual expansion, and historical-cultural processes.

6. Role in the language system and their interaction

Monosemy strengthens logic and precision.

Polysemy enriches creative and semantic potential.

These two phenomena are complementary and do not negate each other within the language system. Monosemy ensures clarity, while polysemy serves as a source of semantic creativity and development.

Main Characteristics of Monosemy

1. Precision and strictness of meaning

Monosemantic words denote only one specific concept, and their meanings do not shift to other objects or phenomena.

Examples:

Metronome — a device that measures rhythm in music.

Oxygen — the chemical name for the gas O₂.

Using these words in other meanings would cause misunderstanding.

2. Stability of meaning

The meanings of monosemantic words rarely change over time because they are mostly used in scientific, technical, and medical fields, where semantic precision is essential.

3. Limited sphere of application

Such words typically belong to specialized disciplines and are rarely used in everyday speech. For instance, terms related to physics, chemistry, mathematics, and technology are often monosemantic.

Polysemy

The term polysemy originates from Greek: poly — many, sema — meaning. Polysemous words emerge as a result of language development. When a word initially denotes one meaning, that meaning is considered its lexical meaning. If additional meanings develop based on this primary meaning, they are considered derived (figurative) meanings, resulting in polysemous words. In literary speech, derived meanings are widely used.

Examples of the word place:

Munis froze in his place — meaning a position or location.

I examined the place where construction was taking place — meaning a site of activity.

Have you heard of a place called Mirzachol? — meaning a geographical area with a specific name.

They prepared a place for us in the hotel — meaning accommodation.

Kifoyat lay down, having prepared her place — meaning a sleeping area.

Although the word place appears in different contexts, all its meanings relate to the concepts of area, surface, or space. No matter how many meanings a polysemous word possesses, it is still considered a single lexical unit. Among its meanings, one remains primary, while others become figurative.

Monosemy expresses a word’s possession of only one clear meaning and mainly occurs in scientific and technical fields, contributing to linguistic stability.

Polysemy, on the other hand, ensures versatility and adaptability, making language richer and more expressive. It is more frequent in everyday communication and artistic discourse.

While polysemy plays a vital role in the dynamism and development of language, monosemy contributes to precision and systematic structure. Both concepts complement each other in linguistics and communication.

References

Rahmatullayev, Sh. Modern Uzbek Literary Language. Textbook. Tashkent: Universitet, 2006.

Ne’matov, H., Rasulov, R. Fundamentals of Systemic Lexicology of the Uzbek Language. Tashkent: O‘qituvchi, 1995.

Jamolxonov, H. Modern Uzbek Literary Language. Textbook. Tashkent, 2005.

Neurosis and Its Contributing Causes

Andijon State University
Faculty of History and Social Sciences
Department of Psychology (Distance Learning)
1st-Year Student

Sobirova Oydinoy Nozimjon qizi
Email: osobirova983@gmail.com

Annotatsiya: Mazkur maqolada shaxsning nevroz holati va unga olib boruvchi sa-bablar tahlil qilinadi. Tadqiqot metadologiyasida talabalarning nevrotik xolati stress darajasini aniqlash uchun tadqiqot olib borildi. Nevrozga olib boruvchi ruhiy travmalar, stress, depressiya va ruhiy jarayonlarning oldini olish va kamaytirish bo’yicha psixologik  tavsiyalar berildi. Ushbu maqola natijasida nevroz holati keng yoritilib unga olib boruvchi sabablar aniqlanadi.

Kalit sozlar: psixoterapiya, depressiya, stress, psixotravma 

Аннатация: В данной статье анализируется состояние невроза личности и причины, приводящие к его возникновению. В методологии исследования проводится изучение невротических состояний студентов с целью определения уровня стресса. Рассматриваются психические травмы, стресс, депрессия и другие психологические процессы, приводящие к неврозу, а также предлагаются психологические рекомендации по их профилактике и снижению. В результате исследования подробно раскрывается сущность невроза и определяются факторы, способствующие его возникновению.

Ключевые слова: невроз, психотерапия, стресс, депрессия, психотравма, тревожность, эмоциональное напряжение.

Annatation: This article analyzes the neurotic state of personality and the factors that lead to its development. In the research methodology, a study is conducted to determine the stress level and neurotic conditions among students. Psychological trauma, stress, depression, and other mental processes leading to neurosis are examined, and psychological recommendations for prevention and reduction are provided. As a result of the study, the nature of neurosis is broadly explained and the causes contributing to its occurrence are identified.

Keywords: neurosis, psychotherapy, stress, depression, psychological trauma, anxiety, emotional tension.

Introduction

Nowadays, people are experiencing an increase in mental disorders, stress, depression, and psychotrauma. Such changes lead to a mental state called neurosis in psychotherapy. The term neurosis was introduced into science in 1769 by the Scottish physician William Cullen. Historically, it has been studied as a result of mental trauma, internal conflicts, and psychogenic factors, and was developed by Sigmund Freud and other psychoanalysts in the 19th and 20th centuries. Initially, neuroses were considered physical nervous diseases, but later more attention was paid to mental and emotional disorders. Currently, neurosis is associated with psychological trauma.

Causes leading to neurosis: constant stress, depression, chronic fatigue, poor daily routine, personal psychological factors. In a neurosis, a person’s emotional state, behavior, and quality of life are significantly reduced. Constant irritability, strong anxiety, panic, fear, sleep disturbances, various body pains, loss of interest in life, sticky fantasies in the brain, inability to concentrate, memory problems.

Review of the used literature..

In the present study, an analysis was carried out based on the scientific works of leading scientists in the field of psychotherapy and neuropsychology and the results of modern research to clarify the concept of neurosis and its causes. During the literature review, the theoretical foundations of the problem of neurosis and its causes were examined based on various approaches. In particular: Bessel and der Kolk’s trauma theory explains that childhood traumas later lead to neurotic states, and the importance of processing trauma through psychotherapy. The interdependence of the body and the psyche is interpreted as the main source. Joseph Le Doux connects neurosis with brain activity. This approach explains that a person develops a constant state of anxiety as a result of changing brain reactions to severe stress. Also, the works of scientists such as Albert Ellis and Aaron Beck are of great importance in the causes of neurosis and its reduction and elimination. Their research shows that neurosis is not only associated with brain activity, but also with cognitive, biological and traumatic factors. The literature written by local scientists covers the origin, causes and treatment of neurosis in detail. Neuropsychologist Zarifboy Ibodullayev. has scientifically proven that the origin of neurosis is based on social factors and psychotrauma. In general, a review of the literature used shows that neurosis was studied in different periods, based on different approaches, and its origin was based on a combination of biological, social and psychological factors.

Research Methodology

This study uses the questionnaire method to study the psychological characteristics of neurosis. 30 students aged 18-25 participated in the study. A questionnaire consisting of 15 questions was developed for the study. The research process was carried out in 2 stages. In the 1st stage, a questionnaire was tested. In the 2nd stage, the results were analyzed. They answered Yes or No on a 1-5-point scale

1 I often get nervous

2 I feel anxious for no reason

3 I often have trouble sleeping

4 I get tired easily

5 I have difficulty concentrating

6 I take small problems seriously

7 I get moody easily

8 I am under a lot of stress from studying or work

9 I think a lot and get “stuck” on one idea.

10 I worry too much about the future

11 My self-confidence sometimes decreases

12 I feel tired even when I rest.

13 I sometimes can’t get out of depression

14 I often have headaches or muscle tension

15 I feel a rapid heartbeat or internal discomfort.

Methodological analysis

This study helped to identify neurotic symptoms of anxiety and stress in students. The study involved 30 students aged 18-25. The research process was carried out in 2 stages.

At stage 1, a questionnaire was tested

At stage 2, the results were analyzed.

According to the analysis of the results of the questionnaire test, it was determined that neurotic states are manifested in students to varying degrees

15-30 – points – low-level neurotic state

31-55 – points – moderate neurotic state

56-75 – points – high-level neurotic state

Some of the respondents who participated in the study were observed to have frequent symptoms of anxiety and emotional tension. High-level neurotic symptoms were detected in 20% of students. 50% of students had moderate anxiety and stress, and 30% had low-level neurotic indicators. The analysis revealed that the occurrence of neurosis is most influenced by high academic workload, sleep disturbance, emotional stress, and anxiety.

Research conclusions: According to the results of the study conducted on students: neurotic symptoms were observed to be less frequent in students who regularly rested and engaged in physical activity. In order to prevent neurosis, students were recommended to conduct psychological training, organize a proper rest regimen, and develop emotional stability.

References

1. Ibodullayev, Z. (2011). Nervous diseases. Tashkent: Zamin Publishing House.

2. Ibodullayev, Z. (2018). Neurology. Tashkent: Akademnashr.

3. Ibodullayev, Z. (n.d.). Neurosis and depression [PDF file].

4. Sultonova, I. B. (2023). Neuroses that arise in a person and their causes.

5. Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY: Viking.

Women

I was wondering if I am free?

Do u feel free?

Nooo

Every day I walk in a street of possibilities and opportunities..

But nobody look at me

As i am a woman..

It is unspeakable how much a woman is used..

From day one

A woman needed to educate the child

To cook for a child

To learn him how to think.. Speak..

Act.. 

A lot for a woman to do

But what happens after..

A woman need

A woman wish

A woman word

Inexistant person

Until one day

You will look at the mirror

You see your face

You will see your heart

You will see your body

And u will not recognize it

Because u will be so used

Used from the rejection

Used from the loneliness

Used from the fake people

Used from the bad decisions

Without faith!!!

If Not Love 

The couple sat upon a green-painted bench in the park. In the distance, a dog barked and children squealed with glee. Motes of dust danced in the sunlight which bled through the clouds. 

“Libby,” he asked, “do you even want my love?” 

“It’s not a matter of what I want,” she said. “You either love me or you don’t.” He maintained his silence. “So you…don’t love me now? We’ve been lovers for more than a year now,” she pointed out. 

“It’s not as simple as that,” Matt said. “I do love you already, Libby, but I’m on the edge of falling in love with you. But, if I see there’s no hope, no room for me in your life, and no real future for us, then I’ll hold back.” 

“So,” she mused thoughtfully, “it’s up to me whether you fall in love or not?” 

“Libby, I want to, but…” 

“But?” she prompted. 

“I don’t want to set myself up to fail. I’ve been married twice before,” he reminded her. 

“What assurances do you need, or expect, from me?” she asked. “If you’re asking me, do I have a permanent place for you in my life, I do. But, Matt, we might fail no matter what; there are no guarantees. It’s all a chance, a mystery….that they call love.” 

“I’ll take the chance,” he said meaningfully, closing the distance between them and running his fingers deeply through the auburn tresses spilling down Libby’s shoulders and back. She moaned softly and fell into a warm embrace with Matt.

After they loosened their embrace, Libby asked “As a practical matter, would this require me to give up sex with my husband?”

“No,” Matt assured her, I don’t think that would be fair to you. I know I’m not great in bed,” he acknowledged, “and according to your all-too-vivid descriptions, I could never match what he does for and to you. Was he ever some kind of acrobat or contortionist?” he asked.

“He spent a couple of years with a circus, in fact,” she admitted.

“Does he know about me, Libby?”

She frowned. “Of course! What kind of woman do you think I am?” she asked. “I wouldn’t cheat on Jack without telling him. He’s cool as long as I don’t talk about leaving him. He has a couple of side pieces on a string too. He says, if I have time on my hands, it’s OK if you fill out my dance card.” She hesitated a beat. “As long as you’ve had all your shots.”

They both laughed.

Matt nodded. “Speaking of which, I do love going dancing with you. Just thinking about holding you close…”

“Then let’s have some more of that,” murmured Libby. “No need to talk. My husband is great at the big event, so to speak, but not much for petting and intimacy. Do you mind putting one hand here and rubbing a little? Use the fingers on your right hand. That’s right. Mmmmm.”

“If you like that, Libby, you could return the favor, by…ooh, good, I don’t need to explain, do I?”

Several minutes later they pulled apart. Libby said, “You know, what we’ve got now seems like the best of both worlds. I get two guys to satisfy me in two different ways, and you can’t afford another wife after two divorces.”

At Matt’s wistful look, Libby asked, “What is it?”

“I envy Matt getting to spend every night with you,” he said. “Lying in your arms is what I live for.”

“Then I’ve got some good news,” she said brightly. “Jack works the midnight shift every third week, so you can come over at, say, 10:30 on nights when he works. Work for you?” Libby asked.

“It does,” agreed Matt. “Baby, things couldn’t get any better!”

“Then how about this,” said Libby. “You could move in.”

“With you two?” asked Matt. “How would that work?”

“Well, you could move into the vacant apartment over the garage. Jack has been wanting to rent it out to get us some extra money.”

“When can I move in?” asked Matt eagerly. “But, wait,” he said. “Don’t you need to talk it over with Jack first?”

“No need,” replied Libby. “Maddie, one of Jack’s girlfriends, is already set to move in. Now you two could share the expenses, and the bed, when we’re not…you know. That way, you won’t get lonely when Jack is at home.”

“What’s this Maddie like?” asked Matt.

Libby shrugged. “I dunno. Tall, skinny, blonde, some kind of athlete at college, a distance runner or something? I’ve just seen her twice. What do you think, Matt?”

He only smiled.

METHODOLOGY FOR WORKING WITH PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER

Gulistan State Pedagogical Institute

Faculty of Pedagogy

Preschool Education Department

Student of Group 3-25: Burhonova Lobar

Scientific Supervisor: Berdiyeva Muborak

Tel: +998993744107

Abstract

This article presents a methodology for working with preschool children diagnosed with Autism Spectrum Disorder (ASD) based on the IMRAD structure. The Introduction highlights the increasing prevalence of ASD and the importance of early pedagogical intervention. The Methods section describes observation, diagnostic assessment, individualized development programs, the use of Applied Behavior Analysis (ABA), visual supports, structured teaching, and play therapy.

The Results demonstrate that systematic and individualized interventions significantly improve children’s communication, social interaction, and behavioral skills. The Discussion emphasizes the importance of parental involvement and the creation of an inclusive educational environment.

The findings of this study can be effectively applied in preschool educational practice.

Keywords: Autism Spectrum Disorder, preschool education, early intervention, ABA therapy, inclusive education, individualized approach, play therapy.

INTRODUCTION

In recent years, the number of children diagnosed with Autism Spectrum Disorder (ASD) has been steadily increasing worldwide. According to the World Health Organization, at least one in every 100 children is affected by autism. This growing prevalence highlights the urgent need to improve specialized pedagogical approaches, particularly in preschool education.

Preschool age is a critical period in a child’s psychological, speech, emotional, and social development. Early pedagogical and psychological intervention during this stage plays a decisive role in determining the effectiveness of future education.

In Uzbekistan, supporting children with special educational needs has become a priority of state policy. Reforms initiated by Shavkat Mirziyoyev focus on social protection and the development of inclusive education, ensuring equal opportunities for all children. Every child has the right to quality education and full participation in society, which requires scientifically grounded methodologies for working with children with ASD in preschool institutions.

Children with ASD often exhibit limited social interaction, repetitive behaviors, and delayed speech development. Therefore, it is essential to apply a комплекс of methods, including Applied Behavior Analysis (ABA), visual supports, structured teaching, play therapy, and sensory integration.

The relevance of this study lies in developing and implementing effective methodological approaches that enhance social adaptation, independence, and future educational success of preschool children with ASD. The study follows the IMRAD structure: Introduction, Methods, Results, and Discussion.

METHODS

This study focuses on improving methodologies for working with preschool children with ASD. Both theoretical and practical research methods were applied.

The theoretical stage involved analyzing scientific literature in special pedagogy, defectology, and inclusive education.

The practical stage included:

Observation

Interviews

Diagnostic assessment

Experimental pedagogical work

The study involved children aged 5–7 diagnosed with ASD. Individual development programs were designed for each participant.

The following methods were applied:

Applied Behavior Analysis (ABA) techniques

Visual supports and pictograms

Structured teaching

Play therapy

Speech development exercises

Sensory integration activities

Sessions were conducted 3–4 times per week in both individual and small group formats. Additionally, regular consultations were held with parents, providing guidance for home-based activities.

RESULTS

The experimental work showed that systematic and individualized intervention had a positive impact on children’s development.

The following improvements were observed:

Speech development: Increased vocabulary and ability to form simple sentences

Social interaction: More frequent engagement with peers

Behavioral changes: Reduction in repetitive behaviors

Attention skills: Improved concentration and task completion

These results confirm that early intervention and parental involvement significantly enhance developmental outcomes for children with ASD.

DISCUSSION

The findings indicate that individualized approaches, visual supports, and structured teaching methods are key factors in successful intervention. Furthermore, an inclusive educational environment plays a crucial role in children’s social adaptation.

State policy also contributes significantly to this process. As emphasized by Shavkat Mirziyoyev, every child must have access to quality education and opportunities for full participation in society.

Effective collaboration between educators and parents is essential for achieving sustainable developmental progress.

CONCLUSION

The study demonstrates that early diagnosis, individualized approaches, and systematic pedagogical intervention are crucial when working with preschool children with ASD.

Methods such as ABA, visual supports, structured teaching, and play therapy have proven effective in developing communication, social, and behavioral skills.

The IMRAD-based research confirms that individualized programs significantly improve children’s social adaptation and reduce stereotypical behaviors. Additionally, parental involvement and inclusive education environments are critical components of success.

In conclusion, improving methodologies for working with children with ASD requires:

Enhancing teacher qualifications

Developing modern methodological resources

Expanding inclusive education practices

Beyond methodology, the most important factor remains the educator’s patience, empathy, and individualized approach to each child. With proper support and collaboration between families and educational institutions, children with ASD can successfully integrate into society.

Excerpted from the book Decoding Dongba Culture by Lan Xin (Lan Xin Samei)

Wan Yilong: Practicing Great Love with High-Dimensional Wisdom

Casting the Soul for the Inheritance of Dongba Culture

By Lan Xin (Lanxin Samei)

Mr. Wan Yilong is an outstanding master of traditional Chinese culture, a high-dimensional wisdom mentor, spiritual practitioner, poet, and philanthropist. He is also the founder of the Nine Dragons Realm, Dean of the High-Dimensional Wisdom Academy, Dean of the Dongba Culture Academy, and a rare Han Chinese inheritor of Dongba Culture.

Born in Anyang, Henan, the hometown of China’s oracle bone inscriptions, he has been deeply nourished by 5,000 years of Chinese civilization since childhood. Proficient in I Ching at a young age, he devoted himself to Confucianism, Buddhism, and Taoism, integrating ancient Eastern philosophy with spiritual wisdom. He enlightens hearts with wisdom and expresses the soul with poetry, spreading Eastern high-dimensional wisdom and great love to the world.

He is a true man of action who “does more than he speaks.” In daily life, he lives simply and frugally, with no pursuit of luxury or fame. Yet in charity and cultural inheritance, he gives his all without reservation. He has quietly helped countless strangers, never seeking recognition or reward, embodying great love through deeds and fulfilling his mission with a devout heart.

My encounter with Mr. Wan Yilong was legendary and destined. In a spiritual workshop with many fellow practitioners, I stood quietly and independently in the crowd, with a unique and serene aura. Though surrounded by many admirers for his “Third Eye” that perceives the truth of life, he noticed me at first sight among all those people.

He walked toward me gently, with firm and sincere eyes, and whispered: “We have met before.”

At the moment our eyes met, a familiar feeling across time and space arose naturally. With his high-dimensional perception, he clearly saw my form in multi-dimensional space and revealed the deepest imprints and mission of my soul. I was deeply shocked and convinced that this meeting was divinely destined. Since then, we have become closest partners, awakening the wisdom of countless lifetimes together, and guarding the inheritance of Eastern civilization hand in hand.

Over the years, Mr. Wan and I have worked together to protect and inherit Dongba Culture, a precious World Memory Heritage. We co-founded the public-welfare Dongba Culture Academy. Introduced by me, he became one of the very few Han Chinese inheritors of Dongba Culture. Together with Elder Aheng Dongta, he has devoted himself to sustaining this thousand-year-old cultural lineage. With profound cultural knowledge and high-dimensional insight, he helped me awaken the hidden wisdom of sacred mantras, rituals, and life energy, allowing the ancient civilization to shine anew in the modern era.

Deeply moved by the crisis facing Dongba Culture — few inheritors, most of them elderly and struggling to make a living — he made the rescue and inheritance of Dongba Culture his lifelong mission. Together, we restored an ancient thousand-year-old temple into the now-renowned Yulong Wenbi Dongba Culture Academy, creating a sacred home for Dongba inheritors to practice, research, and pass on their heritage.

Mr. Wan upholds the philanthropic philosophy of “teaching people to fish rather than giving them fish.” He provides not only material support but also platforms for cultural exchange, ancient scripture research, traditional ceremonies, and public education in the most dignified way for Dongba masters. This enables them to gain stable livelihoods and social respect while preserving their culture. He has traveled many times to remote mountainous areas such as Shangri-La and Muli in Sichuan to visit, comfort, and support the elder Dongba masters guarding the cultural roots, warming hearts with sincere and practical love.

As an extraordinary high-dimensional wisdom mentor and spiritual practitioner, Mr. Wan integrates the essence of wisdom from Buddhism, Taoism, Christianity, and Dongba Culture. He perceives the karmic roots of life through the “Third Eye,” explores the mysteries of the multi-dimensional universe via astral travel, and chants cosmic sounds from high-dimensional realms with pure intention. This energetic frequency helps people break through physical limitations, connect with ancestral wisdom, awaken their soul guardians, resolve life confusion, and find their ultimate life purpose.

He never boasts of his extraordinary abilities or pursues personal gain, always guiding and healing all beings with compassion. For those trapped in confusion and suffering, he illuminates their path with high-dimensional wisdom and liberates them from karmic obstacles through spiritual practices. He heals both physical pain and spiritual wounds, helping countless people regain light and hope from hardship. For him, spirituality is not abstract theory, but a way of living integrated into every word, every deed, and every ordinary moment — seeing the sacred in the mundane, realizing the Tao in daily life.

At the Dongba Culture Academy, Mr. Wan is one of the core spiritual guiding forces. People from all over the world come seeking help with health, relationships, career, and spiritual struggles. With his ability to “see through karma,” he accurately identifies the root of their difficulties. Combining Eastern spiritual wisdom and ancient Dongba rituals, he has helped countless people experience life transformation: infertile couples welcoming children, critically ill patients recovering, lost souls finding direction, and suffering beings regaining peace. These real transformations are the best proof of his high-dimensional wisdom and boundless love.

Mr. Wan Yilong lights the path of cultural inheritance with high-dimensional wisdom, walks the way with selfless love, and guards the roots of civilization with poetic spirit and devotion.

He is a practitioner of Eastern high-dimensional wisdom, a distinguished Chinese poet on the international stage, a humble and profound philanthropist, a soul-builder for Dongba cultural inheritance, and a guide who transforms lives through life.

He shows the world the vision and dignity of a true Chinese spiritual practitioner. With perseverance, he revives the thousand-year-old culture; with compassion, he shines like starlight, illuminating countless lost souls.

He lives by this truth:

True high-dimensional wisdom begins with awakening and belongs to great love.

True spirituality and charity lie not in words, but in devoted action.