REFLECTIONS ON THE CONCEPT OF INCLUSIVE EDUCATION AND DEVELOPMENT FOR CHILDREN WITH DISABILITIES

Abduolimova Diyora
Student at Uzbekistan State University of World Languages
abduolimovadiyora@gmail.com

Abstract: This thesis analyzes the main principles of inclusive education, its social and psychological significance, and the development directions in Uzbekistan. Inclusive education aims to integrate children with special needs into society. The thesis provides detailed information on the impact of inclusive education on children’s psychology, the necessity of teacher training, and the strategies that need to be implemented in the future.

Keywords: Inclusive education, children with disabilities, psychological development, Uzbekistan, Salamanca Declaration, social integration, teacher training.

Annotatsiya: Ushbu tezis inklyuziv ta’limning asosiy tamoyillari, uning ijtimoiy va psixologik ahamiyati hamda O‘zbekistondagi rivojlanish yo‘nalishlarini tahlil qiladi. Inklyuziv ta’lim maxsus ehtiyojga ega bolalarni jamiyatga integratsiya qilishni maqsad qiladi. Tezisda inklyuziv ta’limning bolalar psixologiyasiga ta’siri, o‘qituvchilarni tayyorlash zarurati hamda kelajakda amalga oshirilishi lozim bo‘lgan strategiyalar haqida batafsil ma’lumot berilgan.

Kalit so‘zlar: Inklyuziv ta’lim, nogironligi bo‘lgan bolalar, psixologik rivojlanish, O‘zbekiston, Salamanka Deklaratsiyasi, ijtimoiy integratsiya, o‘qituvchilarni tayyorlash.

Аннотация: В данной работе анализируются основные принципы инклюзивного образования, его социальное и психологическое значение, а также направления развития в Узбекистане. Инклюзивное образование направлено на интеграцию детей с особыми потребностями в общество. В работе представлена подробная информация о влиянии инклюзивного образования на психологию детей, необходимости подготовки учителей и стратегиях, которые необходимо реализовать в будущем.

Ключевые слова: Инклюзивное образование, дети с инвалидностью, психологическое развитие, Узбекистан, Саламанкская декларация, социальная интеграция, подготовка учителей.

The education system for children with disabilities is crucial in ensuring equality in society. Every child, regardless of their health status, has the right to an education. However, traditional education systems often fail to meet the needs of children with disabilities. Inclusive education is an approach aimed at ensuring that every child, including those with special needs, has access to quality education. This approach emphasizes the importance of creating conditions where all children, including those with special needs, can learn together and be fully integrated into society. Many educators, educational specialists and psychologists have provided explanations about the essence of inclusive education and its unique features. The Salamanca Declaration, approved by UNESCO in 1994, established the global foundations of inclusive education, urging nations to ensure that children with disabilities are included in general education systems. The declaration states, “Children with special needs should not be excluded from education but should learn alongside other children.” This document has greatly contributed to the development of inclusive education worldwide.

The Salamanca Statement and Framework for Action on Special Needs Education also present the key principles and approaches necessary for the implementation of inclusive education. The document outlines essential measures for optimizing education systems and creating equal opportunities for all children. The book Special Educational Needs, Inclusion and Diversity, published by Frederickson and Cline in 2002, provides an in-depth analysis of inclusive education and the education of children with special needs. This work presents important approaches to the main principles of inclusive education, its development, and methodology. The book discusses how to include children with special needs in the learning process, how to develop their roles within the educational process, and how to integrate them into society while addressing both theoretical and practical issues.

1. Basic Concepts of Special Needs and Inclusion: In their work, Frederickson and Cline deeply explore the concept of children with special educational needs and the essence of inclusive education. The goal of inclusive education is not only to adapt education for children with special needs but also to provide flexible educational opportunities for all children according to their needs. Inclusive education is viewed as a system that helps raise children as equal and active citizens in society.
2. Diversification of the Education System: The book also discusses the necessity of changing and diversifying the education system. Inclusive education emphasizes creating a learning process tailored to all children, taking into account their social, cultural, and physical characteristics. This includes providing individual support to each child based on their needs and abilities.
3. Pedagogical Methodology: Frederickson and Cline place significant emphasis on preparing teachers for inclusive education. To effectively implement inclusive education, teachers need to have special methods and individualized approaches. The book presents the most effective ways to train teachers and pedagogical methodologies. For example, it discusses the need for educational programs suited to children’s specific needs, the adaptation of learning materials, and the variety of teaching methods.
4. Social Integration and Collaborative Learning: The book also discusses the relationship between inclusive education and social integration. Inclusive education is not only about acquiring knowledge but also about developing social skills, fostering intercultural understanding, and improving interactions between children. In an inclusive environment, both typically developing children and children with disabilities can learn together and find their place as equal members of society.
5. Practical Approaches and Challenges: Frederickson and Cline also analyze the practical challenges faced when implementing inclusive education. The book discusses issues such as the lack of preparation in educational institutions, difficulties in training teachers in special educational methods, and financial and resource shortages. The authors offer approaches and practical solutions to overcome these challenges.

Frederickson and Cline highlight the following important principles for successfully implementing inclusive education:

1. Equality and Fairness: Every child, whether healthy or disabled, should have equal rights to education. Creating equal opportunities for all children is the primary goal of inclusive education.

2. Adaptation and Individual Approach Since each child has different needs and abilities, it is crucial to adapt education and provide individualized approaches. Teachers should create flexible learning materials and methods for children with special needs.
3. Teamwork and Integration: In inclusive education, children should work together and develop their social skills. This helps every child find their place in society.

4. Optimization of the Education System: Educational institutions and classrooms must be adapted for children with special needs. Teachers should be trained in special methodologies, and the advantages of inclusive education should be promoted within society.
In Uzbekistan, serious efforts are being made to develop inclusive education. In 2020, the Ministry of Education of the Republic of Uzbekistan introduced national guidelines aimed at supporting children with disabilities in mainstream schools. However, the level of implementation differs across regions. Urban schools are generally better prepared, while rural schools often lack trained specialists and adapted educational materials. This shows that policy reforms must be supported by practical actions at the school level.

According to official data from the Ministry of Education (2020), only about 30% of public schools in Uzbekistan were partially adapted for inclusive education. This statistic highlights that infrastructure development remains one of the main challenges in the education system.

Azizova S. (2020) highlighted experiences related to the development of inclusive education in Uzbekistan in her dissertation. In her dissertation titled “Implementing Inclusive Education for Children with Special Needs: The Experience of Uzbekistan,” she analyzed Uzbekistan’s major achievements and challenges in the field of inclusive education. This research provides detailed information on the important steps in implementing inclusive education in Uzbekistan’s education system, as well as educational programs and pedagogical methodologies for children with special needs.

Azimov T. (2019) in his research analyzed the state of the education system for children with special needs in Uzbekistan, emphasizing that serious changes need to be made in the existing system. In his work titled “Education for Children with Special Needs: The Situation and Development in Uzbekistan,” he analyzed the reforms being carried out in Uzbekistan’s education system to develop inclusive education.

The main advantages of inclusive education include:

1. Social Equality and Inclusivity: Inclusive education creates equal opportunities for all children in society and helps them adapt to society. Every child, whether healthy or with disabilities, has the right to education. This is the main goal of the educational process.

2. Psychological Development: Inclusive education for children with special needs not only enhances their knowledge but also helps develop their self-confidence. Through this education, children feel like members of society and gain full confidence in their abilities.

3. Interpersonal Social Relations: Through inclusive education, children with special needs study alongside healthy children, developing their social skills through interaction. This helps them find their place in society.

There are some challenges in implementing inclusive education:

• Unprepared Educational Institutions: Many schools and educational institutions lack the necessary infrastructure for children with special needs. The buildings and classrooms are not adapted for children with disabilities.
• Unqualified Teachers: Teachers play a crucial role in the successful implementation of inclusive education. Training teachers in special education methodologies, creating individualized learning plans, and providing the necessary skills to consider the psychological and pedagogical development of children with special needs are essential for success.
• Financial Resources: There is a shortage of financial and material resources needed to expand inclusive education. This hinders the quality of the education system.
  Although inclusive education policies exist in Uzbekistan, their real effectiveness depends on classroom practice. Many teachers still lack professional training in inclusive teaching methods, and large class sizes make it difficult to provide individual support. Without continuous teacher development and stable funding, inclusive education may remain theoretical rather than practical. Therefore, stronger monitoring and regular training programs are necessary.

The following directions are essential for developing inclusive education:

• Improving Teacher Qualification: Teachers must be trained in the basic principles and methodologies of inclusive education, which will help them successfully organize the educational process.
• Improving Infrastructure: Schools and educational institutions must be adapted for children with special needs, and necessary technical and psychological conditions must be created.
• Promoting Public Awareness: It is essential to promote inclusive education widely and raise awareness about its benefits. People need to have more information about the advantages of inclusive education.

In conclusion, the primary goal of inclusive education is to ensure equal rights for children with disabilities to receive education and integrate them into society. This education system not only focuses on acquiring knowledge but also helps in the psychological and social development of children. With inclusive education, children can increase their self-confidence and find their place as members of society. While some steps have been taken to develop inclusive education in Uzbekistan, challenges still exist. Schools are not adequately adapted for children with disabilities, there are difficulties in training teachers in special education methods, and financial resources are lacking. Therefore, it is necessary to train teachers in inclusive education, adapt educational institutions, and raise public awareness about this issue. Only then will children with disabilities be able to find their place in society as equal citizens. Through inclusive education, the social, psychological, and spiritual development of every child is ensured, which contributes to the stability and development of society.

References

1. UNESCO. The Salamanca Statement and Framework for Action on Special Needs Education. 1994.
2. Azizova,S. Implementing Inclusive Education for Children with Disabilities: The Experience of Uzbekistan (dissertation). Tashkent State Pedagogical University, Tashkent, 2020.
3. Ministry of Education of the Republic of Uzbekistan. Directions for the Development of Inclusive Education. Tashkent, 2020.
4. Azimov,T. Education for Children with Disabilities: The Situation and Development in Uzbekistan. Tashkent: Ministry of Education of the Republic of Uzbekistan, 2019.
5. Frederickson, N., & Cline, T. Special Educational Needs, Inclusion, and Diversity. Open University Press, 2002.

My name is Diyora Abduolimova. I am a third-year bachelor’s student at Uzbekistan State University of World Languages. I study Foreign Language and Literature. I am interested in learning new languages and improving my communication skills. Currently, I am learning Korean and French. I like exploring different cultures and traditions. My hobbies include photography, nature walks, and reading books. I share my photography works on my Pinterest account and enjoy capturing natural beauty and meaningful moments.

Digitalization in the global economy and its impact on the labor market

Tashkent State University of Economics
Faculty of Economics Student

Nematova Zarina Ochilboyevna

Email: zarinanematova.oo7@gamil.com

Tel:(+998) 93 869 11 30

Annotatsiya: Ushbu maqolada XXI asrda texnologiyalarning iqtisodiyotdagi ajralmas o`rni hamda raqamli iqtisodiyotning jadal rivojlanishi yoritib beriladi. Zamonaviy kasblarda raqamlashtirish imkoniyatlaridan samarali foydalanish masalalari tahlil qilinadi.  Tadqiqotda statistic va qiyosiy tahlil usullaridan foydalaniladi. Shuningdek yaqin kelajakda raqamlashtirish jarayonlarining mehnat bozoriga ta`sir darajasi o`rganib  chiqiladi.

Abstract: This article explores the integral role of technology in the 21st-century economy and the rapid development of the digital economy. It analyzes issues related to the effective utilization of digitalization opportunities in modern professions. The study employs statistical and comparative analysis methods. Furthermore, it examines the potential impact of digitalization processes on the labor market in the near future. 

Аннотация: В данной статье рассматривается неотъемлемая роль технологий в экономике XXI века и стремительное развитие цифровой экономики. Анализируются вопросы эффективного использования возможностей цифровизации в современных профессиях. В исследовании применяются статистические и сравнительные методы анализа. Кроме того, изучается степень влияния процессов цифровизации на рынок труда в ближайшем будущем.

Introduction. The widespread adoption of Internet technologies and the development of cloud computing services have led to the integration of digital and automated tools across various sectors of the economy. These processes are bringing significant changes to the labor market. This article moves away from the one-sided view that artificial intelligence and digitalization reduce jobs, and instead analyzes modern professions emerging alongside them, such as data analysts, artificial intelligence specialists, and digital marketing managers.
Researchers emphasize that automation and digitalization may lead to the reduction or disappearance of certain professions. For instance, according to McKinsey Global Institute (2017), at least 30 percent of existing occupational activities can be automated with current technologies. The main purpose of this article is to highlight these changes.

Research methodology. This article is based on a survey study. On January 31, 2026, a survey was conducted among more than 50 citizens rushing to work in different districts of Tashkent city. Respondents were asked about their profession, the role of technology in daily life, and their income level.
The analysis of income levels showed that specialists in artificial intelligence and information technology earn relatively higher salaries.

Literature review. In 2020, V. Bahriddinov studied the impact of the digital economy on the labor market, particularly analyzing the emergence of new digital professions and the transformation of existing jobs.
In 2022, Ixodjayev published a scientific article examining the effectiveness of applying digital technologies in the labor market, highlighting the direct impact of digital skills on employment opportunities.

1. Shodiyev analyzed the relationship between digital skills and the labor market, identifying the lack of preparedness of the workforce for modern technologies as a pressing issue.
2. Soliyev and M. Ergashev studied the alignment between the digital education system and labor market requirements, scientifically proving the need for their coordination.
   In the late 1940s, the emergence of the first computers capable of processing large volumes of information spurred the development of computerization on a wide scale. By the 1960s, the first automated management systems were created and implemented in production management. In subsequent decades, the scientific community contributed significantly to shaping the foundation of the digital economy as a system based on digital technologies.
   Some researchers focus not on the direct link between job descriptions and the risk of job loss, but rather on which types of work are unlikely to be automated or replaced by artificial intelligence. For example, Autor (2015), Fagan (2017), Furman (2017), and Couple (2019) emphasize creativity and problem-solving abilities. Brynjolfsson, McAfee, and Jurvetson (2015) highlight the importance of developing skills in idea generation, pattern recognition, decision-making, and complex communication. Mokyr, Vickers, and Ziebarth (2015) consider codifiable and repetitive tasks as the most suitable candidates for mechanization.
   Morikawa (2017) found that in Japan, employees with professional or graduate degrees in natural sciences or professional licenses were less fearful of losing their jobs due to automation and robots. However, according to Morikawa, younger generations assess the risk of job loss higher, as they face a long period of technological development ahead. Conversely, a study conducted in New Zealand (Heatley 2020) showed that attitudes toward the idea that “robots and AI will take people’s jobs” did not differ significantly by age. However, the same study revealed a notable difference between those earning above $50,000 and those earning less, with lower-income groups expressing greater concern.
   Van Ark (2016) discussed the “productivity paradox,” noting that despite the widespread adoption of digital technologies, productivity growth remains uneven across sectors. Bessen (2019) emphasized that the impact on employment is not only linked to automation but also to demand-side reactions. Similarly, ILO (2021) noted the transformative yet uneven impact of digital labor platforms on global employment structures.

The development of ICT in Uzbekistan was carried out in accordance with the National Program for the Development of the Information and Communication System of the Republic of Uzbekistan for 2013–2025. As President Shavkat Mirziyoyev noted in his speech at the expanded meeting of the Cabinet of Ministers in 2016, dedicated to the main results of the country’s socio-economic development and the most important priorities of the economic program for 2017: “Our next urgent and future task is to ensure the effective functioning of the ‘Electronic Government’ system.” Taking into account the tasks set, the Ministry for the Development of Information Technologies and Communications of the Republic of Uzbekistan and the World Bank planned to implement joint projects in the field of the digital economy and e-government. The current stage of digital economy development in Uzbekistan is characterized as a formative period with high growth dynamics.

Decrees and Decisions of the Republic of Uzbekistan

• “Digital Uzbekistan – 2030” strategy
• Regulatory documents governing IT Park activities
• Decisions on electronic payments and digital banking services

More than 1,000 public services, 5,000 functions, 240 databases, and the powers of over 100,000 civil servants will be integrated. Applications will be received, distributed among executors, and monitored by artificial intelligence. By 2026, the number of proactive and consolidated public services will reach 100.

Research results

 The research results show that 31 respondents were representatives of computer-based fields, 19 were engaged in physical activities requiring human involvement, and 7 refused to answer. The findings indicate that this sector is developing rapidly and that demand for AI experts is increasing.

Both developed and developing countries have identified digitalization as one of the key areas. Just like electricity, artificial intelligence has become an integral part of our lives. In the future, AI will not eliminate human jobs; rather, professions will adapt and evolve. New jobs will be created in fields such as AI, Data Science, Machine Learning Engineering, Software Development, Cybersecurity, and Cloud Computing. Modern professions will emerge, and demand for experts in their fields will remain strong. It should also be noted that specialists with academic skills are more competitive in the labor market.

According to job posting analysis, demand for AI and machine learning skills has increased by approximately 65%, demand for data analytics skills by about 56%, and demand in automation and robotics by around 36%.

Discussion

The study examined the extent of digitalization in Tashkent, the capital of Uzbekistan, as a representative of developing countries. The 7 respondents who refused to answer may fear that demand for their professions will decline in the coming years. R. Shodiyev identified the workforce’s lack of readiness for digital technologies as a pressing issue. However, it should be emphasized that significant changes are currently being implemented in the education sector, with the aim of preparing high-quality specialists in the future. Morikawa (2017) also noted that young generations face a long period of technological development, which increases the perceived risk of job loss. However, Bessen’s studies in the United States and New Zealand show that mainly those with only secondary education fear losing their jobs.

Conclusion

Digitalization has already become an inseparable part of our lives. Both developed and developing countries are adopting digitalization and artificial intelligence in their economies and other sectors. Digitalization and AI are created by humans and remain under human control. Their purpose is to make life and daily activities easier. While some jobs may be reduced, new ones will be created. Professions will modernize and evolve alongside technology. These include AI specialists, Data Analysts, Data Scientists, Machine Learning Engineers, Software Developers, Cybersecurity Experts, and many others. The results of our research also confirm this trend: demand for specialists in their fields will always remain strong in the labor market.

References:

1.Automation Fear – avtomatlashtirishning mehnat bozoriga ta’siri bo’yicha ilmiy tadqiqot. (PDF material)

2.Iqtisodiyotni raqamlashtirish mehnat bozorida bandlik darajasini oshirish omili sifatida // “Yashil iqtisodiyot taraqqiyoti” ilmiy jurnali.

https://yashil-iqtisodiyot-taraqqiyot.uz/journal/index.php/GED/article/view/164/158

3.‘’Raqamli iqtisodiyot’’ o’quv qo’llanma -2020.  C.C.Gulyamov, R.X.Ergashev, C.N.Xamrayeva.

4.Prezidentimiz murojatnomasi: islohotlarning real natijalari, o’zgarishlarning hayotimizdagi aksi va kelgusi ustuvor vazifalari aniq fakt va raqamlarda.

5.Sun’iy intellekt va avtomatlashtirishga oid ilmiy maqola: 4391_459–473.pdf.

6.View of SUN’IY INTELLEKT VA RAQAMLI IQTISODIYOT RIVOJLANISHI.

https://herald.kokanduni.uz/index.php/public_html/article/view/254/50

Joint Educational Programs

Mahamqulova Ruhshona Rustam qizi

Sharq tillari fakulteti

Filologiya va tillarni o’qitish:koreys tili

yo’nalishi talabasi

rukhshonamahamqulova@gmail.com

+998-91-039-50-99

Annotation: This article provides information on the significance and key characteristics of joint educational programs for students. Through these programs, it is possible to observe how undergraduate, graduate, and doctoral students develop an understanding of the global academic environment and undergo noticeable changes in their worldview. Based on international standards, the program relies on effective cooperation between two universities and the involvement of experienced faculty members and a dedicated academic team, offering a unique educational experience that has a transformative impact on students’ lives.

Keywords: joint educational program, undergraduate studies, Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan, State Testing Center

Joint (Dual-Degree) Educational Programs. A joint (dual-degree) educational program is a form of education that provides for the training of specialists and the awarding of a qualification (diploma) recognized in all countries where the foreign partner higher education institutions are located, based on an agreement signed between the Republic of Uzbekistan and foreign partner higher education institutions. It is known that starting from January 1, 2022, a procedure for expert evaluation of joint educational programs was introduced by the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan. Only those joint educational programs that have received a positive expert evaluation are permitted to carry out educational activities.

From that date onward, many state universities located across Uzbekistan have launched joint educational programs in various fields. Examples include the joint educational program between Tashkent State University of Law and the Ural State Law University named after V. Yakovlev; the joint program between Uzbekistan State World Languages University and Dalian Polytechnic University; and the joint educational programs implemented by Bukhara State University in cooperation with Széchenyi István University of Hungary. Through these programs, students are able to obtain diplomas from both local and foreign higher education institutions simultaneously, gain opportunities to study abroad during their education, and benefit from learning new languages and cultures.

Admission Requirements for Joint Educational Programs: First, announcements for online applications are published on the official websites or social media platforms of the selected universities or institutes. After submitting an application, entrance examinations are conducted in accordance with the admission procedures jointly developed by the higher education institution of the Republic of Uzbekistan in agreement with the foreign partner institution.

Applicants who score at least 30 percent of the maximum possible score in the first-stage examination are eligible to participate in the second stage. In the second stage, based on the request of the higher education institution of the Republic of Uzbekistan, an entrance examination in the foreign language of instruction of the joint educational program is administered by the State Testing Center under the Cabinet of Ministers of the Republic of Uzbekistan. Applicants who obtain at least 30 percent of the maximum possible score in this examination are allowed to participate in the competitive selection process for the joint educational program and are admitted in accordance with the established admission parameters.

Organization of the Educational Process: In joint educational programs, classes are delivered in a comprehensive and high-quality manner by both local and foreign faculty members. The teaching process широко incorporates modern technical equipment, interactive teaching methods, practical training sessions, and project-based learning approaches that meet contemporary educational standards. In some programs, students have the opportunity to complete a certain portion of their studies at the foreign partner university itself.

The primary objectives of these programs include elevating the quality of education in Uzbekistan to an international level, training highly qualified and modern-thinking specialists, promoting academic mobility, and adapting students to the global labor market. Joint educational programs offer numerous advantages for students, such as the opportunity to obtain a foreign diploma, in-depth study of foreign languages, acquisition of international experience and knowledge, increased competitiveness in employment, and the development of independent thinking and adaptability.

Conclusion: In conclusion, joint educational programs represent one of the most promising directions of the modern education system. They play a significant role in enhancing the academic competence of the younger generation, preparing specialists with international experience, and increasing the prestige of the national education system.

References:

1. https://lex.uz/ru/docs/-5495526
2. https://www.tsul.uz/general-page/top-menu-sovmestnaya-obrazovatelynaya-programma
3. https://uzswlu.uz/qoshma-talim-dasturlari
4. https://qabul.tdau.uz/uz
5. https://abit.buxdu.uz/qoshma-talim-dasturi-haqida/

Both Sides Now

The look in the two eyes, green, green—

yet one is saying, Slow down approaching me.

The scar across the bridge of the nose yields

at crest, accounting for some preservation

of innocence lingering on the readier side of my face

when I cover the opposite side with a book

standing in front of a mirror, its LED square,

with a swirled boundary of yin and yang persisting

as I shift the book, looking at my look, this side

then that side, seeing here the careworn singer

cricket of summer, there the burdening ant

in how one brow lifts, the other will not.

The flare of both nostrils, one declaring

Something around here’s gone sour…the other’s wing

wanting to increase its faith in burning

one more lavender candle. The shush cleft

of the upper lip hopelessly wanting to give its secret

away with a grin, the teeter-totter down

side of the mouth from a tick it’s got working

out our monthly budget. All the blame

on either side of me bristles with two-day stubble

counter-patterned to keep my Gillette attentive.

Dad? Is that you? Mom? From how deep, I must

be seeing the bust from an old temple for Janus

in times that modeled inordinate hiving of

our DNA in enchanted unison under

harvest moons. Moon face. Bright eyes—

one with a sagging lid. The one cheek

less buttoned, the sharper one. Is there no truth

in the balance of your scales?—now peering,

without the book, for the wholeness of my one regard,

wanting to un-see this divide

I have so looked into this curious hour, to the open

pores. And oh wrinkles, where is that cream for you?

Radar

Each time I beam in on one in the movies

my own searching nearness dimly flickers.

Time quickens with the needle

sweeping the element in reach

where you had always been. Then one day

your look stilled in mine, just for a bleep,

and you smiled. My eyes batted.

The sea of the world turned opaque,

enveloping, swimming clear in anonymity

where, closer, closer, read and reread

back and forth like a palindrome, singularly

that flash of you pulsed and blossomed

again on the dark instrument of Who’s there?

The slip away? The jolt and tremor? What is

everything? Seeing it come for you?

Skywalk

A pheasant’s flight over a country road

came to mind once when I was in the city

tubed in the glass of a skywalk

looking down at the traffic on the street

on the way from one building’s wide throughways

past pricey boutiques to a Starbucks and ATMs.

Under gray rain, if you knew your way

through the construction labyrinth of downtown,

you didn’t need to open an umbrella.

Mine kept furled neatly in my hand.

My head was full of everything going

into work, with this one suspended glimpse

of the world around me thickening in a drum

of downpour, then hushing at the let-up,

the dark wet street below eye-beamed

with headlights, glowing with tail lights.

Night had fallen clear on my way home.

I had a minute to stop and hover

imagining myself sole in ascent

through a hazy nimbus of the buildings’ lights

up into an utter blind gap of space

where the charts of the stars clustered

to a stunned emptying of the mind before

I came down with my nothing among the commuters.

Michael Todd Steffen’s third book, I Saw My Life, is being published by Lily Press (www.lilypress.com) in March 2026. Mike lives in Somerville, Massachusetts. He helps coordinate The Hastings Room Reading Series and frequently publishes articles about new and established poets on the Boston Area Small Press and Poetry Scene website. His poems have appeared in journals, including The Boston Globe, The Dark Horse, Everse Radio,North of Oxford and Ibbetson Street. Boris Dralyuk (managing editor for Nimrod Journal) writes, I have read [Steffen’s] poems with enormous satisfaction. His lines are supple and wear their unmistakable wisdom lightly.

MY SWEET HEART: A VALENTINE SONG

Thou art my sweet love

A flaming fire

burning like an incandescent lamp

suffusing aura ,aroma and fragrance

like a wild flower wet with

morning dew drops like pearls.

A scintillating light

Your beautiful rosy face

like that of Venus, Helen and Cleopatra.

A paragon of beauty indeed !

An eternal glow and beauty always

haunts me…

I draw near

Thou disappears

like an illusive vision

with an innocent nod.

My love love is the fragrance

of rose

The petals of Lotus

Always whispering!

Though Time consumes

Love and beauty

I know, Time ‘ll take me away

Yet I love you in the deep solitude.

I love thy immortal soul

Your everlasting soul

 mingling into mine

to a harmonious whole.

Love is Light

Love is the Eden of Paradise

A sordid and virtual world to a Paradise.

@ Kalipada Ghosh, INDIA.

Winter Memories

Once again returns that bitter cold,

That frosty air, that winter old.

Yet in our hearts still burns the glow—

Warm love, the breath of long ago.

On sleds we’d glide, on ice we’d slide,

Slowly toward the school we’d stride.

We’d break the icicles from the eaves,

Eat them like ice-cream winter weaves.

Now we’ve grown, the years have flown,

No longer rushing schoolward, known.

No more mischief, no wild run,

Nor slipping on the ice for fun…

Xasanova Aziza Kumushbek qizi student at Tashkent economics and pedogogy university 

Critical Reading of Beyond Heaven Beyond Hell 

By Jernail Singh Anand

(Critical Reading by Mauro Montacchiesi)

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Beyond Heaven Beyond Hell is not JUST an epic poem: beyond that, it’s a philosophical inquisition staged as verse play, where divinity and humanity alike are compelled to give testimony, along with technology and conscience. Anand builds a cheeky metaphysical architecture where Heaven and Hell are no longer places you go, but states of being, and Earth is the fiercely contested reach between them. The epic posits an extreme thesis: Modern man’s moral crisis surpassed the traditional eschatology, requiring other ethical tools — judiciousness with AI, say — to read the ledger of handiwork.

At the heart of the work lies a brutal dichotomy: good is punished, evil prospers and divine justice seems slow, opaque, even corrupt. Such tension constitutes the dramatic engine of the poem.

Figures such as God, Dharmaraja, Chitragupta, Narad, Craza (the techno-king), and Robertica (the sentient machine) are not ornamental allegorical figures; they are dialectical catalysts through which Anand examines power, obligation and crimes against clear conscience. “ICU of AI” is most striking: a chillingly modern purgatory where conscience is scanned, intention weighed and punishment optimized. Here, speed replaces mercy, efficiency takes the place of mystery — and even the gods get nervous. So be it, kind of: progress goes both ways.

The epic is an artificial form that combines scriptural cadences, dramatic dialogue, chorus and philosophical treatise. The prose is deliberately plain-spoken — sometimes plain-old spoken to the point of bluntness — forgoing florid beauty in service of moral clarity. Such refrains as “Language has been used on an enormous humanity scale to delude the masses” are not poetic metaphors but moral axioms. The power of the epic lies in repetition, accumulation, relentless questioning: Why do people pray yet not act? How is it that the leaders are well and the good are ill? 

How fear triumphs when wisdom loses. Anand refuses such easy comforts; he insists on responsibility.

But a corner is turned when the poet finds himself brought before God, while still alive.

The epic’s social critique is just as unsparing. Religious heads, power brokers and the socalled “Club of the Wise” are revealed as empty holders of delegated authority. Shrines are turned into stages, rituals become form without meaning and wisdom the mask for greed.

When catastrophe at last rouses humanity’s fear, the poem compels its bitterest irony: terror restores faith where conscience had failed. What teaching failed to accomplish, thunder does. That is the verdict, as chilling as it is unforgettable.

Ultimately, Beyond Heaven Beyond Hell claims that there is nothing to look for in Heaven or Hell— both places are already instantiated in human behavior. The epic is a moral seismograph of our times: technologically advanced, ethically beggared — theatrically devout, spiritually adrift. Anand writes with prophetic urgency, not to entertain or please, but to warn. You do not close this book comforted; you close it implicated.