Somewhere
He’s walking
Back to his apartment
And he senses
That something is
Behind him
And before he can
Fully turn around
He notices a bird
And then he reverses course
And just keeps walking
And then he feels something
Poke his right shoulder
And he turns around
And realizes that it’s that bird
That bird that’s now flying away
There’s a metaphor there somewhere.
Taylor Dibbert is a poet in Washington, DC. He’s the author of, most recently, “On the Rocks.”
UDC. 371.38
THE USE OF INTERACTIVE METHODS IN TEACHING STUDENTS WITH AND WITHOUT SPECIAL NEEDS IN INCLUSIVE PRIMARY EDUCATION
Dilnoza Khabibullo qizi
Akhmedova Kokand University, Andijan
Branch
Oygul Shuhratbek qizi
Abdullayeva
Student, “Primary Education”
Department, 2nd stage
Kokand University, Andijan
Branch
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:
· Unique interactive methods (role-playing, small groups, visual
games) were applied.
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
A Vase
A Poem response to H is for Hideous by Kim Hyesoon
It was a woman
Before it was a vase.
It was able to live as what it was
There was no man to exploit it patterns
It was more than being forced to rest upon a table.
Its once beautiful silhouette once had flowers decorated across its skin
Yet now it was bloody and dirty from shards of ceramic pieces.
The human part of it became enclosed in a tiny hole
Slivers of confusion only being left
It was taken away by a man
Was told lies that it was unlovable
Unfixable
Until it believed it too.
It had nowhere to be
Nor no home
Even when the man claimed to be its husband
There was no warmth of a home there
It had become
A vase of a mindless woman with only a man inside of her.
The white gaze
“To create is to live twice.”
Albert Camus
“I used to think the goal was to be loved. Now I know it’s to be understood.”
Emma Thompson
We are kind to each other
The cooking utensil to the other
cooking utensils in the drawer
The spoon to the other spoons, yes, everything
must have its place, every trace
of prey, each invisible doorway
into the kitchen
What is courage,
what is increase? It is only a
place to start
The garden is cool,
the tree’s shade
My father’s voice
I murmur a response
The washing hangs on the line
My brother’s daughter strums
a toy guitar, we have a
butternut pizza for supper
We can’t get the boys out of the angry green sea,
nor can we get them out of the jacuzzi
The white gaze lies dormant
in the shade like our brown bodies
We put a plaster on her finger
the wound is bloodless now
I make iced matcha lattes for myself and my dad
I lick the white moustache off my upper lip
Overnight I have turned into a capitalist
My fingers into stars, my legs
into a wave, the bead of the presenter’s
tongue on the television into a fig
The current moves through me
This time it’s personal
It catches the light of the fire
inside my father, inside all of us
The smell of burning meat, drumsticks
The kitchen is time and memory
Legs are tanned, burned by the sun’s time and memory
The boys and my sister play a board game
My mother screams and screams at me
The room grows quiet
A pink geranium grows out of my mother’s throat
Something within me is crushed like a pill
Slowly the sun in my mother’s eyes
turns into a mocking face, a laugh
Its poison is killing me slowly. She is just a woman
and I am just a woman
The moment passes
The child starts to laugh too because my mother is laughing
I break, I break
A wave flows into me and I lose consciousness
It’s evening
The game continues
A woman walks by the house with her dog
The dog barks
There’s a white feather in my mouth
It tastes like snow
Going
“When we can’t think for ourselves, we can always quote.”
Ludwig Wittgenstein
I offer you cranberry bread.
I offer you this knife for the hard cheese.
I offer you this clock.
I offer you the dark.
I offer you this fruit.
I offer you this orange.
I offer you this as a blessing.
I offer you this sweetness.
I offer you this shroud.
I offer you this veil.
I offer you this truth.
I offer you this memory.
I offer you, Africa.
I offer you these gifts.
I offer you equality.
I offer you this ancient sea.
I offer you music.
I offer you this river.
I offer you this garden as meditation.
I offer you the history of this continent.
I offer you this as an alternative.
I offer this to you for our salvation.
I offer this to you because I love you.
I offer you this because today you are getting on a ship,
and sailing far away from me.
I offer you sleep, captor.
I offer you this forest that I dragged behind me
because you have the personality
of foolish paper and the medicine of the wildflower.
I offer you this frozen mist.
I am offering you this blue cat. Take it.
Please accept it gracefully.
Let it be your companion.
I offer the dissolution of the sun.
And now, now I come to peace.
Now I come to minister to you.
I bring you coffee and poetry books.
I will bring you a pen and an empty journal for your thoughts.
It was Christ who brought us this morning.
It is time. It is the hour of your departure.
I turn to embrace you, to say goodbye.
Waiting/Relapse
“Put down the pen someone else gave you. No one drafted a life worth living on borrowed ink.”
Jack Kerouac
“Today I can’t stand myself, and I will force myself to write because you’re unhappy. So, I must mask the monster within and find the landing place. I must smile because I want to see you smile. I must count the days and remain quiet in your presence, because you are not at peace. This is what I tell my mind on bad days.”
I took a walk and found a poem.
It gave me good advice.
It told me to be kind to myself.
It told me to do the dishes,
to go for long walks.
That fresh air is good for me.
It told me to listen to my mother.
It told me to forgive my father.
That to fix my broken brain,
I had to love myself.
I live in the past.
I live inside this year of sadness.
You, the man, are no longer here.
I tell myself that I’m free.
I have no mother.
I have no father.
I am not a daughter anymore.
I have no sister.
I have no brother.
These days I keep to myself.
Birds inside my head.
Birds kept inside mental cages.
The cold sea is a great comfort.
Some nights this pain is endless.
Tonight, the garden is psychotic.
I have been put in isolation.
The door is locked from the outside.
I receive no visitors.
There are bars at the window.
Charles Bukowski’s ghost sits beside me.
He strokes my hair.
He makes me feel beautiful.
I took a sip of his beer.
It makes me feel warm inside, good.
I hear the women’s laughter.
They start throwing stones at me.
Even this pain is medicine.
Although it makes me feel mediocre.
Strong medicine like Chopin.
I finished the bottle.
I hid the green bottle away
under the sheets that felt like winter
I jumped out of the window.
The slow torture of night catches me.
Mrs Williams, the dead pastor’s wife,
told me to stop complaining. You’re alive
for a purpose: to dream, to have a child.
Live, she said. Find reasons to live.
I read a poem by Kobus Moolman.
I write to the Dutch English poet
Joop Bersee. Nothing makes the
darkness go away. My brother
locks me out of the house.
But first, his fist rains down on me.
I disappeared somewhere.
Once Rilke’s wife, always Rilke’s wife.
The cloud hurts.
The sun hurts.
The snail laughs at me.
You couldn’t even land a man, it says.
How to be great, I ask?
Be kind, Oprah says.
So, I am kind.
The world forgets all about me.
Just like my mother did.
On my birthday there was no cake
or presents. There were no red balloons.
I ate beans and rice in the kitchen
with my father. The stigma is refreshing.
The bones of madness is a gem, trivia.
I went on holiday to Provincial Hospital.
This trip taught me to understand others.
It taught me to understand myself more.
Nowadays when depressed I give myself flowers.
I keep my pain to myself.
Peace and love
Peace is a natural attribute
Which merged with love solute
Invigorates life with heavenly flute
Make existence enthralling for eternal absoluteness.
Peace, I want every day and every middle night
Peace and harmony that spray like ray of light
Peace, I feel so great to live confidently on earth
With happy faces I saw a single day in good health
Love has a power for unification
Satiate mind for ultimate beautification
Complexes modified into normal condition
Pleasure takes hierarchical steps with great passion.
Love me little and I will love you more forever
Lovely days coming ahead let we be together
In dusk and dawn we think about our future
Our future blend with great saturated picture
Peace faces struggle to establish her existence
Ecstasy sprouts in negativity to realize its importance
The world is lived only to taste the nectar of peace
Sheltered in love branches and get divine bliss.
I serve you my wisdom and thought
To create things with peace & harmony that,
Will enrich the satisfaction of my people
And never relent and end with cripples.
Love is a cosy bonfire
Which invites peace in life desire
Spiritual source manifested in life situation
Splendid endeavour invokes heart palpitation.
One house and billions of loves flying in the top sky
When felt so glad and heart flabbergasting, but shy
Your heart is even purer and then clean,
And with everything you do, this purity is seen.
MOVE ON
Forget yesterday’s pain,
There is a pain in gain.
At the end of dark tunnel,
There is a light as full as the moon.
But sometimes walk along
With Torchlight,
Because it might not be a light
Cheer up and move on
Buckle up and goes on
Not everything ends in vain.
All the predicaments shall flit.
Road shall pave like a flat
And it shall be bright as light
With hope higher we shall flee.
As life move as the sky
Many thoughts I do lie
Believe has gone far away from them
Opportunity comes ones to them
And never think will happen to them
As I begin to start my journey
I stay in pains early Morning
Just to make myself feel comfortable
The time we have has durable
UNDO THE PAIN
I come to you in pieces
Since all I need is peace
Peace with my soul
Since my shoe sole is down to earth
And so worn out beyond repair.
Help me gather the pieces of my heart
I wanna make it whole again
Though it’s glassed
I believe it can be glued
Despite the visible cracks, it’ll be whole again.
All need is for you to undo the pain
The pain you caused while you walked out on me
While you lead me on as I followed blindly
Not knowing you’re walking me into a ditch
A ditch that would leave my limbs broken like bone chops.
Lift this burden, I plead,
Enough of this pain,
Cracked I was but now I’m shattered,
Battered and broken into pieces.
Before our paths crossed I was at peace,
Now you turn my once peaceful life to hell,
Now I live in pains and agony,
I wish we never met.
Lift the great burden now and let’s part ways peacefully,
Undo my pains now, tarry not and help me,
Fix me now dear, my soul is getting weak,
I’m getting frail and fragile.
I plead with you this day,
Undo this burning pain, so I can feel my limbs,
Come to my aid, my soul cries for help,
My all is almost drained,
Put my pieces in piece and let’s dwell peacefully once again.
Circulatory System
Rajapova Muqaddas Umidbek qizi
Samarkand State Medical University
Faculty of Pediatrics, Group 112
Nurzodbekova Yasmina Nurzodbekovna
Samarkand State Medical University
Faculty of Pediatrics, Group 114
Rahimova Madina Mannonovna
Samarkand State Medical University
Department of Physiology, Trainee Assistant
madinarakhimova79@gmail.com
Abstract:
This article discusses one of the most important systems in the human body — the circulatory system. It is well known that this system affects all other systems, meaning that when the circulatory system is impaired, cells do not receive sufficient nutrients, and organ functions weaken.
Keywords: Epicardium, myocardium, endocardium, carbon dioxide, automatism, rib, clinical, atherosclerosis, hypertension, aneurysm, phlebothrombosis, varicose veins, thrombophlebitis.
Introduction:
The main function of the circulatory system in the human body is to deliver oxygen and nutrients to cells and to remove carbon dioxide and other waste products. This process is carried out through the coordinated functioning of the heart and blood vessels. The heart acts as a central pumping organ, while blood vessels distribute blood throughout the body and return it to the heart. This complex system remains in constant motion and functions steadily throughout
life.
Anatomical Structure of the Heart
The heart is a four-chambered, muscular, cone-shaped organ located in the central part of the chest cavity between the right and left lungs. It consists of the epicardium, myocardium, and endocardium.
Epicardium – the outer layer of the heart, covered by the pericardium.
Myocardium – the main and thickest layer of the heart wall, responsible for contraction.
Endocardium – a thin layer lining the inner surface of the heart chambers.
The heart has four chambers: right and left atria, and right and left ventricles.
Between the chambers are valves: mitral, tricuspid, aortic, and pulmonary valves.
Cardiac automatism is the ability of specialized cardiac cells to independently generate bioelectrical impulses that stimulate heart contractions.
Main Part
The heart is located in the thoracic cavity, slightly shifted to the left. Two-thirds of the heart lies to the left of the midline, and one-third to the right. Laterally and partially anteriorly, the heart is adjacent to the lungs, while its front part touches the sternum and rib cartilages.
Relative to the body’s midline, the heart is asymmetrically positioned: about two-thirds on the left and one-third on the right. Depending on the projection of the vertical axis, the heart may have transverse, oblique, or vertical positions.
A vertical position is more common in people with narrow and long chests, while a transverse position is more common in those with wide and short chests. In newborns, the heart is more vertical, rounded in shape, and located higher because the atria are larger and the ventricles are less developed. As a person approaches adulthood, the heart assumes its typical position.
The heart consists of four separate chambers:
Left atrium (atrium sinistrum)
Right atrium (atrium dextrum)
Left ventricle (ventriculus sinister)
Right ventricle (ventriculus dexter)
Diseases of the Circulatory System
Diseases of the vascular system are widespread and are associated with structural and functional disorders of blood vessels.
Arterial Diseases
Atherosclerosis: Accumulation of cholesterol plaques in vessel walls, narrowing blood flow. It is a major cause of heart attacks and strokes.
Arterial hypertension: Chronic elevation of blood pressure.
Aneurysm: Weakening and ballooning of the arterial wall, with a high risk of rupture.
Obliterating endarteritis: Inflammation and narrowing of leg arteries, often found in smokers.
Venous Diseases
Varicose veins: Dilation of veins due to valve dysfunction and blood stagnation.
Thrombophlebitis: Inflammation of vein walls with clot formation.
Phlebothrombosis (Deep vein thrombosis): Formation of clots in deep veins, which may cause pulmonary embolism.
Microcirculation and Other Disorders
Vasculitis: Inflammation of vessel walls due to immune reactions.
Raynaud’s syndrome: Sudden constriction of small blood vessels in fingers due to cold or stress.
Lymphedema: Impaired lymph drainage leading to swelling.
Main Causes of Cardiovascular Diseases
Physical inactivity (hypodynamia)
Unhealthy diet (fatty and salty foods)
Harmful habits (smoking and alcohol)
Genetic predisposition
Obesity and diabetes
Environmental Factors and Cardiovascular Health
The cardiovascular system is highly sensitive to environmental factors. Research shows that air pollution, sudden temperature changes, noise, stress, and harmful habits are major contributors to heart disease.
Fine particles such as PM2.5 and PM10 can cause narrowing of blood vessels and heart rhythm disorders. Cold weather increases blood pressure, while excessive heat disrupts fluid balance and increases the risk of thrombosis. Noise and stress raise cortisol levels, leading to cardiac strain and heart failure.
The socio-economic consequences of cardiovascular diseases affect patients, families, healthcare systems, and overall quality of life. About 60% of cardiovascular complications are associated with major risk factors such as smoking, alcohol abuse, insufficient intake of fruits and vegetables, and sedentary lifestyles. These factors contribute to obesity, hypertension, high blood sugar, and
high cholesterol levels. Studies conducted in Uzbekistan show that the prevalence of risk factors for non- communicable diseases is steadily increasing.
References
1.Jabborovich M. J. “Heart and Circulatory System: Structure, Mechanism, and
Physiological Importance.” Scientific Focus, 2025.
2.Turayevna E. S., Rashidkhan A. B. “Cardiovascular System: Heart Structure and Control.” Best Intellectual Research, 2025.
3.Abdullayev S. “Anatomical and Physiological Features of the Heart.” American Journal of Education and Learning, 2025.
4.Karimov J., Qodirova D. “Pathologies of the Vascular System.” Education News, 2026.
5.Valiyeva F., Tursunaliyeva H. “Care and Monitoring of Cardiovascular Patients.” Scientific Focus, 2026.
6.Ergasheva M. “Impact of Environmental Factors
Sometimes when one leaves, there is no return
I won’t live long enough to forget you,
Yet my heart will not stop beating without you.
These wounds you left behind won’t ever heal,
Sometimes when one leaves, there is no return.
If I ever long for your embrace,
If my heart still yearns for your fragrance,
Still, one learns to live no matter what—
Sometimes when one leaves, there is no return.
Tell me, why are you so distressed?
Why do questions keep scratching at your heart?
Leaving you was a sign of my destiny,
Sometimes when one leaves, there is no return.
Do not ever think that I will come back,
Do not lie saying you love me.
Do not wait for me, hoping I’ll arrive
Sometimes when one leaves, there is no return.
Husanxon Odilov
Uzbekistan