This article highlights the incomparable role of books in the life of society, their importance in educating the younger generation, and the issues of developing a reading culture. It substantiates the necessity of effectively organizing literature lessons in the education system and forming reading skills in students. It also discusses the reforms being implemented in our country to improve the system of publishing and distributing book products, develop library activities, and expand book trade. The article emphasizes that bringing books closer to the population and turning them into an integral part of daily life is an important task. As a conclusion, the idea is put forward that a book is the main factor of a person’s spiritual development and that society cannot progress without books.
The homeland – our motherland – possesses its own great and unique book. This book is the history, spirituality, aspirations, and future of our people. Reading it, understanding it, and preserving it is the sacred duty of each of us. Indeed, a book is the greatest blessing that leads a person to perfection, guiding them out of the darkness of ignorance into the light of enlightenment.
Today, it is necessary to pay special attention to literature classes in our schools and colleges. It is important to instill a love for books in the younger generation from an early age and to develop in them skills of independent thinking, free expression, and creative approach. During lessons, it is necessary not only to make students read the text, but also to create opportunities for them to understand, analyze, and debate it. This broadens their thinking and teaches them to look at life consciously.
At the same time, it is important to recommend that students read more fiction, to encourage and support them. A child who reads books grows up not only knowledgeable, but also spiritually mature, patriotic, and well-rounded. Therefore, the development of reading culture should be one of the priority directions of the education system.
Unfortunately, it is also observed that in our lives the place of books is sometimes being replaced by other things. While large shopping centers, markets, and various service outlets are increasing, there are not enough bookstores. Even in large airports, railway stations, or crowded public places, book sales are not properly organized. As a result, people are often forced to waste their time during travel instead of reading newspapers or books.
However, in developed countries, the system of book trade and libraries is well established. It is possible to find books near every station and every торговая точка. This plays a significant role in increasing the reading culture of the population. We also need to bring books closer to people and turn them into an integral part of our daily life.
For this purpose, important reforms are being implemented in our country. In particular, special decrees and resolutions have been adopted to develop the system of publishing and distributing book products and to increase reading culture. Based on these documents, measures are being taken to expand book trade, improve library activities, and provide the population with high-quality and affordable books.
However, these efforts should not be supported only by the state, but by the entire society. Promoting reading in neighborhoods, educational institutions, organizations, and enterprises, organizing book fairs, and holding reading competitions among young people are of great importance.
If we look at the history of our ancestors, we can see that they placed books and knowledge above everything. Our great scholars, commanders, and thinkers understood the world through books and achieved great heights through knowledge. The rich spiritual heritage they left behind is an invaluable treasure for today’s generation.
Tursunaliyeva Zilolaxon, a first-year student at the Faculty of Primary Education of Kokand State University, living in Uchko‘prik district of Fergana region.
THE GOALS, OBJECTIVES, AND PRINCIPLES OF INCLUSIVE EDUCATION
Bakhromova Gulsanam, a second-year student in the Surdopedagogy program, Faculty of Pedagogy and Psychology, Kokand State University.
ABSTRACT
This article discusses the goals, objectives, and principles of inclusive education, as well as its significance in the modern context. It also examines why students should be included in inclusive education and highlights the priority of its current goals and objectives.
Based on the humanistic principles of any state policy, the conditions created in society for persons with disabilities and socially vulnerable groups, as well as comprehensive support in all areas necessary for their free and prosperous living, reflect great attention to people with disabilities. The fact that one of the five principles of Uzbekistan’s development is defined as a strong social policy is a clear indication that the country is moving toward improving the lives of persons with various types of disabilities and those in need of social support through the targeted implementation of comprehensive approaches. According to statistical data, there are about 240 million children with disabilities worldwide. Like all children, they need quality education to develop their skills and fully realize their potential. Nevertheless, children with disabilities are often overlooked in policy-making, which limits their access to education and participation in social, economic, and political life. Worldwide, these children are more likely not to attend school. They face discrimination, stigma, and persistent barriers to education arising from the failure of decision-makers to systematically include disability in school services.
Inclusive education develops the general education process and implements an education system suitable for all children. It creates favorable conditions for children with disabilities by organizing additional support and facilities that facilitate their access to education. Educating children with disabilities in a separate special education system makes it difficult for them to adapt to society after graduating from school. In addition, they are forced to live away from their families, which may contribute to the formation of various negative behavioral traits. These children may become dependent and develop difficulties in self-care.”
To implement inclusive education, the integral criteria of the developed system for staff consist of personal and procedural components. The personal component includes the following socio-psychological indicators: social activity, readiness for self-regulation of behavior, self-awareness, and self-esteem related to physical and mental health. During the learning process, students demonstrate changes in certain personal qualities, which makes it possible to assess the level of achieved socialization and identify emerging needs for creating and promoting additional conditions for social integration. The procedural (socio-pedagogical) component does not directly reflect changes in the personal characteristics of children with special educational needs; rather, it helps to understand the mechanisms of influence of technologies and methods applied in the socialization process.
This component includes the accessibility of inclusive education for children with special educational needs, the inclusive competence of participants in the educational process, and the readiness of the community to provide volunteer-based services. Ensuring access to inclusive education plays an important role in implementing socialization mechanisms for young people with special needs, as it helps remove key barriers to obtaining quality education and to full and independent participation in society. When evaluating the effectiveness of socio-pedagogical work, first of all, we identify the achievements made in working with applicants (providing information about study conditions, professional guidance, adaptation to the student environment, and preparation for university admission by teachers). The next indicator requiring detailed analysis is the adaptation of the educational base to students’ individual needs (architectural accessibility, adaptation of classrooms and workplaces, provision of learning materials and modern information technologies, and modifications in accordance with curricula).
The main goal of inclusive education is to involve all children who have access to education, including children with special educational needs, in the general education process. Inclusive education is of great importance as it provides access to education for children with special needs. It means the inclusion of such children in the continuous general education system. In many cases, parents of children with special educational needs have incorrect perceptions about their children’s educational rights and other opportunities; as a result, they do not demand proper education for these children.
The objectives of inclusive education are:
1.To create a unified adapted social environment that ensures equal treatment of all children and excludes any form of discrimination against students with different developmental abilities;
2.To develop a tolerant attitude among the public and all participants of the educational process toward the issues of students with special educational needs;
3.To develop the intellectual and social potential of both typically developing children and children with special educational needs within the educational process;
4.To provide opportunities for all students to master preschool, general secondary, vocational, and higher education programs in accordance with state educational standards;
5.To create conditions for the comprehensive development of students, activation of their emotional-volitional sphere and cognitive activity, as well as the formation of social skills and competencies;
6.To provide advisory support to families raising children with special educational needs, to increase parents’ awareness of educational and upbringing methods, pedagogical technologies, teaching methods and tools, and to offer psychological and pedagogical support to them.
In the process of inclusive education, students with special educational needs are taught together with typically developing children in the same school and classroom. Children with disabilities require special support from the very first days they enter school. Such support is considered necessary throughout their entire lives. Therefore, it is essential to create favorable conditions for the social development of these students starting from the early stages of schooling.
The educational process organized for students with disabilities requires identifying forms of inclusive education and integrating them into the general education system. Such integration must correspond to their specific educational needs.
Principles: The main principles of inclusive education. The implementation of an education system always requires adherence to certain rules and principles. The implementation of inclusive education is based on the following principles:
Recognition of inclusive education.
Accessibility of inclusive education for all learners.
The principle of interaction and cooperation (communication).
The principle of decentralization.
The principle of a comprehensive approach in inclusive education.
The principle of flexibility in inclusive education.
The principle of professionalism.”
The role and significance of inclusive education in the development of society require the implementation of the following tasks: creating the necessary psychological, pedagogical, and corrective conditions for the education of children and adolescents with special needs in educational institutions; ensuring their mental development and social adaptation through the implementation of general education programs and corrective work oriented toward their abilities; guaranteeing equal rights to education for all students; meeting the needs of both children with and without disabilities with the active participation of society and families, and ensuring early social adaptation; realizing the right of children and adolescents with special needs to live with their families without separation; and forming a friendly, compassionate, and supportive attitude in society toward children and adolescents with special needs.
In the full implementation of the above tasks, special attention should first be paid to the following: a child with special needs is still a child like all others and has the right to be recognized and respected; therefore, referring to them by their impairment is considered inappropriate. Regardless of their condition or abilities, every child always needs the support of adults. Isolating or labeling them is not consistent with the principles of humanism. Previously, terms such as “abnormal children,” “disabled children,” “blind children,” “deaf children,” “mentally disabled children,” and “children with locomotor disabilities” were used. However, such terms violate the rights of children with special needs and have a negative impact on parents as well.
Although children with special needs may not perform tasks as quickly or perfectly as typically developing children, they are still able to complete tasks according to their abilities. Protecting the rights of the child and treating them positively is an important educational approach. Therefore, any form of discrimination or disrespect must be avoided.”
Inclusive education is an important approach that ensures equal access to education for all children, including those with special educational needs. It promotes the creation of supportive psychological, pedagogical, and social conditions that enable children to develop their potential and successfully integrate into society. The main principles and tasks of inclusive education focus on equality, accessibility, cooperation, flexibility, and respect for individual differences.
This system not only improves the quality of education but also strengthens social inclusion, tolerance, and humanistic values within society. It helps eliminate discrimination and negative labeling, ensuring that every child is recognized, respected, and supported according to their abilities. Therefore, inclusive education plays a key role in the development of a fair and compassionate society where all children have the opportunity to learn, grow, and participate fully in social life.
List of References
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Amirsaidova SH.M. “Maxsus pedagogika fani taraqqiyotida sharq mutafakkiri g‘oyalarining o‘rni va roli” . Ped. fan. nom… diss. – T., 2006.
2. IIektra Spandagou, Cathy Little, David Evans, Michelle L. Inklusive Education in Schools and Early. Childhood Settings.springer Springer Singapore. 2020.
3. Инклюзивное образование в Испании. Пашкова.М, Скуднова. Т.Д.2018.
4. Екатерина Михальч. Инклюзивное образование. 2021.
5. Наталья Микляева, Татьяна Чудесникова, Анна Виленская, Ольга Кудравец, Светлана Семенака. Инклюзивное образование детей с ограниченными возможностями здоровья. Москва Юрайт. 2021.
I’m still that foolish child in this strange life of mine.
Are all mothers like you—I wonder so,
Who never blame when children hurt them so?
One question lives inside my restless heart:
From where does such deep endless love all start?
My dearest mother, patient through it all,
My life, my hope, the one who lifts me tall.
It’s true I’m not the child you hoped I’d be,
But you’re the greatest mother there could be.
My name is Tursunova Mehrinoz Oybek qizi. I was born on February 28, 2005, in Andijan region. Currently, I am a third-year student at Andijan State Pedagogical Institute. I chose primary education because I enjoy working with children.
My favorite activities are reading books and learning languages. At the moment, I work as a Turkish language teacher. In my free time, I enjoy writing poems.
Hotmama kicks open the saloon doors of the multiverse, heels clicking like two caffeinated metronomes on a bender.
“Before we get to da canole,” she says, “we gotta talk lineage. Receipts. Pedigree. Da who‑da‑hell‑you‑think‑you‑are file.”
She snaps her gum. The gum files a counterclaim.
BIO INSERTION: ALEX S. JOHNSON
Hotmama waves a cosmic clipboard.
“Dis one? Alex S. Johnson — transfemme polymath, author, editor, metal journalist, books sittin’ in Harvard, MIT, SUNY like they payin’ rent. Former English professor, horror surrealist, creator of Axes of Evil, Bad Sunset, Wicked Candy, editor of Just One Fix: A Literary Salute to William S. Burroughs, and boss‑witch of Nocturnicorn Books / Darkest Wine Media. Host of The Kandy Fontaine Show. A whole literary hydra widda thousand heads, and every one of ‘em talkin’ smack.”
She winks.
BIO INSERTION: TRICIA WARDEN
“Then we got Tricia Warden — femme‑feral Jersey City oracle, author of Brainlift, Attack God Inside, Death Is Hereditary. Her words ended up in a Golden Calf–winning film, and she’s performed widda legends: Hubert Selby Jr., John Cale, Ntozake Shange, Exene Cervenka, Mark E. Smith, Henry Rollins — the whole pantheon of beautiful weirdos. She writes like a fever dream and performs like a prophecy.”
Hotmama leans in, conspiratorial.
“These two? They ain’t collaborators. They’re a double‑helix of chaos. A matched set. A cosmic tag‑team. A literary buddy‑cop movie where both cops are unhinged and the precinct is a surrealist nightclub.”
RETURN TO THE ORIGINAL HOTMAMA PART III ENERGY
“Badda BOOM, badda BING, badda metaphysical BLING,” Hotmama says, heels clicking like two switchblades flirting in an alleyway behind a quantum bodega.
“You think Part Two was the blackout? Honey, that was the brownout. This here’s the grid collapse.”
She snaps her gum. The gum snaps back.
“Lissen. I went down the canole hole again. Not the K‑hole. Not the Acker hole. Not the Pirandello‑rhinoceros‑barber‑sno‑cone hole. The canole hole. The one widda sprinkles of doom.”
She leans in.
“You ever meet a pastry that knows your government name? That’s what I’m talkin’ about.”
A voice from the mezzanine of the multiverse yells:
“HOTMAMA, YOU A WALKIN’ DISASTER OF SEMIOTICS.”
She blows a kiss.
“Baby, I’m the FEMA trailer of your subconscious. I show up after the storm widda glitter tarp and a bottle of olive oil.”
Suddenly the sky cracks open like a cannoli shell under too much pressure.
Out steps:
Cosey Fanni Tutti in a rhinestone hazmat suit
Nina Hartley holding a clipboard labeled “Continuity Errors”
Simone Signoret smoking a cigarette that smokes her
Harpo Marx honking a horn tuned to the frequency of feminist rage
Kathy Acker’s motorcycle, idling like a prophecy
Hotmama throws her hands up.
“OKAY, OKAY, I GET IT. THE LINEAGE IS HERE. THE GIRLS ARE GIRLING. THE META IS METTING. THE CANOLE IS CANOLING.”
She sighs.
“Fine. Let’s finish the scene.”
The reflection steps out of the puddle, puts on Hotmama’s shoes, and says:
I will compose the poetry of life in the salt water.
The mountain calls me, with a sigh
Undoutly, I will go to it
His sorrow is my sorrow
I will lose myself in its depths
I will pour water on its bloody heart
I will deposit my melted love there.
The tree calls me in illusion- I will go to it I will hide afternoon in the illusion of its shadow I will play until the sun sets The ignorant mind will be greener The moment of poetry will relax in the leaves of the branches. The sky calls me with a wink I will go to it I will hide my tears in the raft of clouds I will decorate causal story with rainbow The river of desire will hang on the stairs of heaven The stories will be the dawn of poetry. People call me to make fun of me- I will not go near them All the lanterns are in the shell of people I will not bind dreams in a new net every day People who eat mind run away I walk, I sing poetry. If you call me I will become you The ocean will be your saree The mountain will be your home The tree will be your time The sky will be your vacation You will be the fountain of my poetry And I wii be a holiday in the lap of poetry.
BIO INSERTION: ALEX S. JOHNSON
