sheltered during the electrical storm
by my grandmother's freckled arm
*
ignoring the elaborate directions
my brother the technopath
*
zooming-in on the shoe in the street
*
the stalled industry of clover crowns
*
sea voyage atop the Crimson King maple
*
the green undertow of my dysfunctional family
*
you're a white cloud when nobody waits for your return
*
she told the store detective the sweater wasn't even her style
*
please continue, as long as you're not counting on being understood
*
she knows all the birthdays of the dead
*
the opulent life of the former bedwetter's
full underwear drawer
“Kamilah the Miracle Filly,” by Angela Alioto, wins the Courage for Freedom Film Award
San Francisco. The “Courage for Freedom Film Award” has been awarded to Angela Alioto’s film “Kamilah the Miracle Filly” narrated excellently by Joe Mantegna, winner of a Tony Award, multiple Emmy nominations, and honored with a star on the Hollywood Walk of Fame.
The coveted award was presented to Angela Alioto last week by Count Federico di Wardal.
The citation is: “for creating a work of high cinematic value based on saving a life through courage and faith, with unparalleled determination “
Angela Alioto, politician, president of the Knights of St. Francis, and one of the most esteemed lawyers in the United States, has taken actions considered of historic importance for human and civil rights and for peace, upholding the creed of St. Francis of Assisi of universal love, which is the goal of SF founded by the Franciscan missions.
Alioto gave also a strong contribution to San Francisco concerning cinema.
The SF Film Commission is attributed specifically to her legislative initiative as its creator.
But let’s get back to the film “Kamilah, the Miracle Filly”.
It is the true story of the filly Kamilah that doctors had decided to put down, refusing to operate on her legs.
The story captivated California, spread throughout the USA, landing in Europe, where Angela Alioto is known too, and in the rest of the world, via social media.
Through UC Davis, Alioto operated on Kamilah, saving her life, during months of tribulation.
At that point she committed to making the film “Kamilah the miracle filly” selected in 2025 at the LA Tribune IFF, chaired by Moe Rock and Emily Letran and winner at the SF New Concept IFF chaired by Joanna Zhang and at the Vesuvius FF, in Pompeii (Italy) chaired by Giovanna D’Amodio.
Alioto, as well as the Count Federico Wardal, was friend of the film legend Federico Fellini and she always was involving in an international film entourage.
At the same time, Francesco Garibaldi Hibbert, a descendant of the hero of two worlds Giuseppe Garibaldi, and his friend Count Federico di Wardal met in LA last summer and decided to found the “Courage for Freedom Film Award” and “Courage for Freedom” and to create the film “Anita,” with music by Andrea Ceccomori, centered on a touching poem of the highest artistic value by the hero Garibaldi on the agony and death of his young Brazilian wife Anita.
For this, an unusual aspect emerges for a hero: being also a poet and poetry is close to the border with cinema.
Here’s what the coveted award is: The “Courage for Freedom Film Award” is issued by the “National Giuseppe Garibaldi Association” to honor excellence in films that exalt the universal values that inspired the revolutionary Hero of Two Worlds, Giuseppe Garibaldi, in his quest for freedom, equality, and justice for oppressed peoples.
The award immediately became one of the most coveted internationally, supported by institutions for peace, the protection of human rights, the environment, and film festivals with these missions.
Congratulations again to Angela Alioto and a call to everyone to cultivate a profound awareness of inner peace.
Inflation is one of the most important economic indicators in modern economies. It refers to the general increase in the prices of goods and services over time. When inflation rises rapidly, the purchasing power of money decreases, which means people need more money to buy the same products. High inflation can create economic instability, reduce living standards, and increase uncertainty in the market.
However, when inflation begins to decrease, the situation may improve. The decrease of inflation, also known as disinflation, means that prices are still rising, but at a slower rate than before. This process is often seen as a positive sign because it shows that economic policies are working and price growth is becoming more stable.
This paper discusses the concept of inflation, the reasons for its decrease, the role of monetary and fiscal policies, and the positive and negative effects of lower inflation on households, businesses, and the national economy.
Understanding Inflation
Inflation occurs when the overall price level of goods and services increases over a period of time. It is usually measured annually using economic indicators such as the Consumer Price Index (CPI).
For example, if a basket of goods costs $100 this year and $110 next year, the inflation rate is 10%. This means that money has lost part of its value.
Moderate inflation is considered normal in many countries. Central banks often aim for inflation around 2–3% per year. This level encourages spending and investment while keeping prices stable.
However, when inflation becomes too high, it creates serious problems:
Decreased purchasing power
Higher cost of living
Reduced savings value
Economic uncertainty
Types of Inflation
Inflation can be classified into several types based on its causes.
1. Demand-Pull Inflation
This happens when demand for goods and services exceeds supply. When consumers spend more money, businesses increase prices.
2. Cost-Push Inflation
This occurs when production costs increase. For example, higher wages or energy prices force companies to raise product prices.
3. Built-In Inflation
This type is caused by expectations. If people expect prices to rise, they demand higher wages. Businesses then raise prices, creating a cycle.
Understanding these types helps policymakers control inflation effectively.
What Does a Decrease in Inflation Mean?
A decrease in inflation does not mean that prices are falling. It simply means that prices are rising more slowly.
For example:
Year 1: Inflation = 12%
Year 2: Inflation = 7%
In this case, inflation has decreased, but prices are still increasing.
This process is called disinflation. It is different from deflation, which means a general decrease in prices.
Causes of Decreasing Inflation
There are several reasons why inflation may decrease.
1. Monetary Policy
Central banks use interest rates to control inflation. When inflation is high, they increase interest rates. Higher interest rates make borrowing more expensive, which reduces spending and demand.
As demand decreases, price growth slows down.
2. Fiscal Policy
Governments can reduce inflation by controlling public spending and reducing budget deficits. Responsible fiscal management helps maintain economic balance.
3. Improved Supply Conditions
When supply chains recover and production increases, shortages decrease. As a result, prices stabilize.
4. Lower Energy and Commodity Prices
Energy plays a key role in production. If oil and gas prices fall, transportation and production costs decrease. This reduces pressure on prices.
5. Decreased Consumer Demand
If consumers reduce spending due to uncertainty or high interest rates, demand decreases, and inflation slows.
Positive Effects of Decreasing Inflation
Lower inflation has several important benefits.
1. Increased Purchasing Power
When inflation slows, people can buy more goods and services with the same income.
2. Economic Stability
Stable prices create a predictable business environment. Companies can plan investments more effectively.
3. Protection of Savings
Lower inflation protects the real value of savings. High inflation reduces the value of money saved in banks.
Businesses benefit from stable and lower inflation because:
Costs are predictable
Planning becomes easier
Investment risks decrease
However, high interest rates may increase borrowing costs.
Impact on Households
Lower inflation helps households by:
Reducing the cost of living growth
Protecting income value
Supporting financial planning
But if inflation decreases due to economic crisis, unemployment may increase.
Global Perspective
Inflation is influenced by global factors such as:
Oil prices
International trade
Exchange rates
Global crises
When major economies reduce inflation, it positively affects global markets.
Historical Examples
Many countries have experienced high inflation followed by disinflation.
Successful strategies included:
Strict monetary policy
Fiscal discipline
Structural reforms
These experiences show that reducing inflation requires careful planning.
Inflation and Employment
There is often a trade-off between inflation and unemployment. Reducing inflation too quickly may increase unemployment.
Policymakers must balance these factors.
Social Impact
High inflation increases inequality because low-income families suffer more.
Lower inflation improves social stability and reduces financial stress.
Long-Term Economic Benefits
Stable inflation leads to:
Sustainable growth
Stronger currency
Higher productivity
Increased foreign investment
Policy Recommendations
To maintain stable inflation, governments should:
Strengthen monetary policy
Maintain fiscal discipline
Improve supply chains
Support domestic production
Increase economic transparency
Conclusion
The decrease of inflation is an important economic process that contributes to stability and sustainable growth. It indicates that price growth is slowing and economic policies are effective.
Lower inflation increases purchasing power, protects savings, and supports investment. However, policymakers must ensure that inflation decreases gradually and does not lead to economic recession or deflation.
A balanced and well-managed economy requires moderate and stable inflation. When governments and central banks work together, they can create a strong economic environment that benefits businesses, households, and the entire society.
My name is Shonazarov Shohjaxon, born on January 17, 2008. I am currently a first-year Economics student at Tashkent State Geological University. I chose this field because I am highly interested in financial systems and economic development.
Annotation. This article provides an in-depth analysis of the role of interactive methods in ensuring high-quality and effective education for both students in need of inclusive education and healthy students in primary grades. The theoretical foundations of inclusive education, the pedagogical competencies of teachers in its practical implementation, as well as psychological-pedagogical approaches and methodological aspects, are scientifically substantiated. The article also reveals the mechanisms for applying interactive methods in primary grades and their role in supporting the individual development of students with diverse needs.
Keywords: inclusive education, primary grade, interactive method, pedagogical cooperation, differentiated approach, students with special educational needs, competence, educational technologies, adaptive environment, pedagogical innovation.
INTRODUCTION.
One of the most important tasks facing the education system in today’s globalization process is to create equal opportunities for all children, including providing quality education in the same classroom for students with special needs and healthy students. The inclusive education model is a practical expression of democratic values in world pedagogy and has been developing rapidly in the educational system of Uzbekistan in recent years. The Law of the Republic of Uzbekistan “On Education” also guarantees equal educational opportunities for all children [1].
According to UNESCO’s definition, inclusive education is “a system that enables full participation in the educational process by creating equal opportunities for all children, including those with special needs” [2].
Primary education is the foundation of this process, where students’ personality formation, social communication skills, and motivation for learning develop. Therefore, the quality of education in an inclusive classroom, the correct choice of pedagogical approach, and the use of interactive methods are of particular importance.
Pedagogical research shows that interactive methods — technologies such as “Brainstorming, ” “Blitz Questions, ” “Know-Want to Know-Learned (KWL) Chart, ” “Pair Work, ” “Role-Playing, ” “Circle Time” — are effective tools that unite students with different needs and encourage their activity [3].
This article covers the scientific and methodological foundations of improving the quality of inclusive education in primary grades using interactive methods, the results of experiments, and practical recommendations.
LITERATURE REVIEW.
Scientific approaches to inclusive education are based on several paradigms:
According to the “Social Model” put forward by M. Oliver, disability is interpreted not as an individual defect or biological limitation of a person, but as a result of an unadapted, barrier- filled environment of society. This model views disability not as a problem, but as a consequence of insufficiently inclusive environments and social structures. Therefore, it is considered wrong to segregate children with disabilities from society or evaluate them solely from the perspective of personal shortcomings. The main focus should be on adapting society itself — educational institutions, infrastructure, methodology, and communication culture [3].
In the context of inclusive education, this approach is even more significant. Oliver’s social model demonstrates the need to create equal opportunities for students with special needs by removing psychological, pedagogical, physical, or communicative barriers in the educational process. That is, interpreting disability not as a “defect in the person” but as “the educational environment not being sufficiently comfortable and adapted” encourages educators to create a supportive, adaptive, and discrimination-free environment for students. As a result, the educational process becomes open, fair, and inclusive for all children.
M. Ainscow’s “Pedagogical Integration Model” envisions creating a supportive educational environment and serves to enhance the individual capabilities of all students. This model ensures students’ full integration into the general education process by applying adaptive methods according to their needs and developmental characteristics. Especially in inclusive education settings, the pedagogical integration model creates favorable conditions for children with different needs to effectively integrate into the class community, participate in the learning process based on equal opportunities, and demonstrate their potential [2].
The main content of the model consists of adapting the educational process, individualizing the learning load, encouraging social cooperation among students, and ensuring psychological comfort. Through this, children with special pedagogical needs have the opportunity to learn at their own pace, gradually master complex tasks, and harmonize with the general educational environment. As a result, the educational process becomes not only effective but also fair and inclusive for all students.
Based on L. Vygotsky’s socio-cultural theory of learning, engaging students in cooperative learning significantly increases the effectiveness of the educational process. This approach is even more relevant in inclusive education settings. According to Vygotsky’s concept of the “zone of proximal development,” a student achieves higher results when engaging in cooperative activities with peers and adults in situations where it is difficult to acquire complex knowledge and skills independently. In this regard, cooperative learning methods in inclusive classrooms strengthen the social integration of students with special needs, develop their communication skills, and help them feel like full members of the class [6].
Furthermore, the cooperative learning process develops students’ social competencies such as mutual assistance, knowledge sharing, and supporting each other. As a result, favorable pedagogical conditions are created for children with different needs and abilities to participate in the general educational environment based on equal opportunities and fully realize their potential.
METHODOLOGY.
Our research was conducted in the following stages:
Diagnostic stage: The goal was to determine the students’ developmental levels, the psychological profile of children with special needs, and the readiness indicators of teachers for inclusive education.
Experimental stage: Two parallel classes were selected: one taught with traditional methods, the other with interactive methods.
· Unique interactive methods (role-playing, small groups, visual games) were applied.
Observation stage: Students’ activity, the strength of mutual communication, and the dynamics of task completion were studied.
Determination stage: Tests, interviews, and questionnaire methods were used. Interviews were conducted with students, teachers, and parents.
RESULTS.
The experimental process showed the following results: In the class where interactive methods were used, students’ active participation in the lesson increased from 28% to 70%. The level of communication between students with special needs and their peers increased 2 times. In the interactive class, the level of students giving independent answers to questions rose from 38% to 75%.
Indicators for written and oral literacy showed meaningful growth: literacy: +20%, reading technique: +19%, mathematical literacy: +25% (Figure 1).
[DISCUSSION. The obtained results show that using interactive methods in primary inclusive classrooms significantly strengthens the differentiated approach in the learning process.
This creates an opportunity to give each student tasks tailored to their individual abilities, capabilities, and needs. Students with special needs feel the positive impact of the inclusive environment by participating in the same activities and games as their peers, without feeling excluded. At the same time, group-based games and activities unite all children, fostering solidarity, cooperation, and social connections among them.
The use of interactive methods builds students’ self-confidence, increases motivation, and encourages an active learning process. Students test their abilities by completing tasks at different levels and develop self- assessment skills through a sense of achievement. At the same time, the interactive approach expands opportunities for teachers to implement inclusive pedagogy and adaptive technologies in practice. They can improve the quality of education by creating an individual education plan for each child, determining their developmental pace, and adapting the necessary pedagogical tools.
As a result, interactive methods serve as an important tool for effectively organizing the pedagogical process in an inclusive classroom, positively influencing students’ mutual cooperation, personal development, and teachers’ professional competencies. This is a crucial factor in improving the overall quality of inclusive education and creating equal opportunities for every student.
CONCLUSION.
The research results show that teaching students with special needs and healthy students in the same classroom using interactive methods is not only effective but also the most important condition for ensuring equal quality of education. Pedagogical approaches adapted to inclusive education develop students’ social integration, psychological adaptation, critical and creative thinking skills.
To ensure quality education in inclusive classrooms, it is important to develop differentiated educational programs, improve the set of interactive methods, enhance teacher qualifications, establish systematic cooperation with parents, and strengthen the activities of psychological- pedagogical services.
Indeed, every child has the right to quality education. Educating students with disabilities requires more effort and research from teachers. If lessons are approached more seriously and students are engaged using various interactive methods, change and growth in every child are inevitable. We believe that the methods analyzed above will certainly help in this process.
REFERENCES
Law of the Republic of Uzbekistan No. O’RQ-637 dated September 23, 2020 “On Education” / National Database of Legislation Information, 24.09.2020, No. 03/20/637/13-13.
Ainscow M. Understanding the Development of Inclusive Education. — London: Routledge 264 p.
Oliver M. The Social Model of Disability: An outdated ideology? — London: University College London Press, 1996. — 72 p.
UNESCO. Inclusive Education Guidelines. — Paris: UNESCO Publishing, 2009. — 52 p.
