It is as if I am walking underwater, or, rather, not walking, since the tide I am pushing against is not strong enough to drive me back but too strong to allow me to progress. My lungs ache, my head beats, my heart does nothing — the other two appurtenances have subsumed its activities. I am swathed in water. They are lining up terracotta poems in channels on both sides of me.
The Role of Mobile Applications in Learning Korean
Tashkent state university of oriental studies Institute of oriental languages and literature Korean – English philology, 1st year student — To‘g‘ilova Dinora
Annotatsiya: Mazkur maqolada koreys tilini xorijiy til sifatida o‘rganishda mobil ilovalarning roli hamda foydali tomonlari tahlil qilinadi. Tadqiqotda zamonaviy texnologiyalarning yangi tilni o‘rganish jarayoniga ta’siri, xususan, mobil ilovalar orqali til o‘rganish ko‘nikmasini rivojlantirish imkoniyatlari yoritiladi. Shuningdek, Duolingo, Memrise hamda Hellotalk kabi ommabop ilovalarning samarali xususiyatlari ko‘rib chiqilib, ularning o‘quvchilarning mustaqil ta’lim olishidagi samaradorligi o‘rganiladi. Maqolada mobil ilovalardan foydalanishning afzalliklari hamda ayrim cheklovlari tahlil qilinib, koreys tilini o‘rganishda ularni an’anaviy ta’lim olish usullari bilan uyg‘unlashtirish lozimligi ochib beriladi.
Kalit so‘zlar: Yangi tilni o‘rganish,koreys tili, mobil ilovalar, zamonaviy ta’lim tizimi, an’anaviy ta’lim tizimi, ta’lim sifatini oshirish, Duolingo, Memrise, Hellotalk.
Annotation: This article analyzes the role and advantages of mobile applications in learning Korean as a foreign language. The study highlights the impact of modern technologies on the language learning process, particularly the opportunities to develop language skills through mobile applications. Popular apps such as Duolingo, Memrise, and Hellotalk are examined for their effective features and their contribution to independent learning. Furthermore, the article discusses the benefits and certain limitations of using mobile applications, emphasizing the need to integrate them with traditional teaching methods in the process of learning Korean.
Keywords: Learning a new language, Korean language, mobile applications, modern education system, traditional education system, improving the quality of education, Duolingo, Memrise, Hellotalk.
Аннотация: В данной статье рассматривается роль и преимущества мобильных приложений в изучении корейского языка как иностранного. В исследовании освещается влияние современных технологий на процесс изучения языка, в частности возможности развития языковых навыков посредством мобильных приложений. Анализируются эффективные особенности популярных приложений, таких как Duolingo, Memrise и Hellotalk, а также их вклад в самостоятельное обучение. Кроме того, в статье обсуждаются преимущества и некоторые ограничения использования мобильных приложений, подчеркивается необходимость их интеграции с традиционными методами обучения при изучении корейского языка.
Ключевые слова: Изучение нового языка, корейский язык, мобильные приложения, современная система образования, традиционная система образования, повышение качества образования, Duolingo, Memrise, Hellotalk.
Introduction. It is no secret that in today’s era of globalization, the use of digital technologies brings convenience and ease to every field. In particular, mobile gadgets and platforms are widely used in mastering foreign languages. For example, in a study conducted by Sun Young Choo, it was emphasized that due to the COVID-19 pandemic, most learners of the Korean language effectively used various electronic applications. He also evaluated mobile applications as educational tools, noting that they are not limited by space and time, and that they increase opportunities for independent learning. In learning Korean, mobile applications such as Duolingo, Memrise, and Hellotalk are widely used. While they help accelerate and make the language learning process more engaging, some shortcomings cannot be denied. In particular, learners who use mobile devices for long periods face eye-related problems. As a result, their motivation to learn decreases. This shows the need to maintain a balance between traditional and modern education systems and harmonize them with each other.
Research Methodology. This study was conducted in order to determine the role of electronic platforms in young people’s acquisition of a new language, based on an anonymous online survey. Fifty students and learners studying Korean at various educational centers actively participated. To ensure participants’ safety, no personal information was disclosed. During the survey, each participant was asked which of the above-mentioned platforms (selected from the most downloaded apps in the Google Play Store) they used most often, and to give an unbiased opinion about the importance of such mobile applications in language acquisition.
Literature Review. During the research, local and international literature related to the topic was studied. In particular, in Abdukodirov V.G’s article “Mobile Applications in Language Learning”, it was noted that platforms should be used correctly and that additional online tasks should be completed under the teacher’s guidance. In addition, he pointed out that sometimes these applications may distract learners, that technical problems related to the internet and devices may arise, and that unsupervised learning may lead to a decline in effectiveness.
Research results and discussion. The results of this study show that out of 50 participants, 18 used Duolingo (an application based on gamification principles), 15 used Memrise (mainly aimed at vocabulary building and easy memorization of words), 9 used Hellotalk (an application focused on improving communication skills by conversing with foreigners in the target language), and 8 used other applications. Moreover, in the second part of the survey, which asked for unbiased opinions, the majority of participants stated that using the above-mentioned applications under teacher supervision would yield better results and be more effective.
In the discussion section, it was revealed that although mobile devices and applications have created many conveniences for young people in learning Korean in recent years, due to certain shortcomings, the likelihood of learning the language effectively without teacher support is low. Furthermore, it was analyzed that harmonizing modern and traditional education systems is advisable.
Conclusion. According to the results of this study, mobile applications have been found to be widely used as important tools in mastering the Korean language. Digital platforms such as Duolingo, Memrise, and Hellotalk effectively help young learners expand their vocabulary, engage in independent learning, and improve real communication skills. At the same time, their limitations—technical problems, distraction, and health issues caused by prolonged use of mobile gadgets—may negatively affect language acquisition. Therefore, it was concluded that integrating the use of mobile applications with traditional teaching methods would help improve the quality of education.
References:
Choo, S. Y. Age and Korean language learners’ use of mobile applications : scholarly paper submitted in partial fulfillment of the Master of Arts in Second Language Studies / S. Y. Choo. – Honolulu : University of Hawaiʻi at Mānoa, Department of Second Language Studies, 2021. – 98 p.
Abduqodirov, V. G. Til o‘rganishda mobil ilovalardan foydalanish imkoniyatlari / V. G. Abduqodirov // Xorijiy tillarni o‘qitish metodikasi. – Toshkent, 2020. – № 3. – B. 45–49.
Kukulska-Hulme, A. Mobile assisted language learning: a handbook of theory and practice / A. Kukulska-Hulme, J. Traxler. – London : Routledge, 2013. – 256 p.
Godwin-Jones, R. Emerging technologies: Mobile-assisted language learning / R. Godwin-Jones // Language Learning & Technology. – 2011. – Vol. 15, № 2. – P. 2–11.
Kim, H. J. The use of smartphone applications in learning Korean as a foreign language / H. J. Kim // Journal of Korean Language Education. – Seoul, 2018. – Vol. 29, № 1. – P. 85–104.
Stockwell, G. Using mobile phones for vocabulary activities: examining the effect of platform / G. Stockwell // Language Learning & Technology. – 2010. – Vol. 14, № 2. – P. 95–110.
Science is one of the greatest achievements of humans. It helps us understand the world, solve problems, and improve our life. But with every scientific discovery comes a responsibility to use it wisely. Ethics guides us to make sure science is used for the benefit of all, not for harm.
Modern society depends on science and technology. Innovations like artificial intelligence, renewable energy, and communication tools change the way we work, learn, and interact. However, science without ethics can be dangerous. For example, new technologies can give great advantages, but they may also create unfairness, privacy issues, or environmental problems. Ethics teaches us to ask not only what we can do, but what we should do.
Studying science and ethics together helps us make better choices. The decisions we make today in using technology will affect our habits, our society, and the future. Awareness, responsibility, and careful thinking are the key to using science and technology in a positive and fair way.
In conclusion, science is powerful, but ethics gives it meaning and direction. Every decision, invention, or action matters. By combining knowledge and morality, we can create a world that is not only advanced but also fair, safe, and sustainable.
Abstract: This article highlights the scientific legacy of Abu Nasr al-Farabi, a great thinker of the Eastern Renaissance, and his influence on the development of modern fields. The scholar’s ideas on logic, philosophy, education, and society are analyzed, with special emphasis on his role in the processes of speech, thinking, and scientific analysis. The article demonstrates the relevance of al-Farabi’s views to today’s scientific and practical activities and emphasizes that his legacy is an important source in the formation and development of my field.
The development of every field is closely connected with the research, scientific ideas, and heritage of great scholars who lived and created in their time. One of the scholars who had the greatest influence on my field is Abu Nasr al-Farabi, who was honored with the high title “Muallim as-Sani” — the “Second Teacher” of the East. Al-Farabi’s ideas about human thinking, science, and the development of society have remained relevant not only in his own time but also today.
In 941, the scholar began living in poverty in Damascus. Despite this, he continued to pursue knowledge and conducted research in philosophy and other sciences. He gained the respect and patronage of the ruler of Aleppo, Sayf al-Dawla Hamdanid (reigned 943–967), who was known as a supporter of scholars. Although the ruler invited al-Farabi to his palace, he preferred to live a free and independent life. Nevertheless, his life in Aleppo was productive, and he wrote many of his works there. Between 949–950, al-Farabi lived in Egypt and later returned to Damascus, where he spent the last years of his life. He was buried in the Bab al-Saghir cemetery in Damascus. According to available sources, al-Farabi wrote more than 160 works, although many of them have not survived. Even the existing treatises prove his greatness as a scholar.
Al-Farabi created during the early Middle Ages, in the period of the Eastern Renaissance, which was characterized by the growth of productive forces, the development of crafts, irrigation systems, the construction of new cities, and the flourishing of cultural and spiritual life. Trade expanded in the 9th–10th centuries, especially with India, China, Byzantium, and African countries. Although the period was not free from conflicts, al-Farabi’s philosophical views reflected both the achievements and the contradictions of his time.
One of his greatest contributions to science was interpreting and enriching the works of Greek philosophers with new ideas. Al-Farabi wrote commentaries on Aristotle and was known as a promoter and continuer of his natural philosophical ideas. He also commented on the works of Plato, Alexander of Aphrodisias, Euclid, Ptolemy, and Porphyry. Moreover, he was familiar with the works of Hippocrates, Epicurus, Anaxagoras, Diogenes, Chrysippus, Aristippus, Socrates, and Zeno, and had a deep understanding of Epicurean, Stoic, Pythagorean, and Cynic schools.
Al-Farabi developed a comprehensive classification of sciences, considered perfect in the Middle Ages. In his treatises “On the Origin of the Sciences” and “On the Classification of the Sciences,” he described nearly thirty fields of knowledge known in his time. One of his important ideas is his doctrine of the universal intellect and universal soul, which he considered eternal. According to him, the human soul and intellect do not disappear after death but unite with the universal intellect and soul. In this teaching, there are profound ideas about the eternity of the world, the immortality of human essence, and the continuity of human knowledge and spiritual culture. Al-Farabi also substantiated the rational method of knowledge and emphasized observation, debate, sensory perception, and scientific reasoning.
One of the qualities that made al-Farabi great was his boundless love for knowledge and his belief that knowledge is the main criterion of life. He created major works in logic, philosophy, music, mathematics, linguistics, and political science. His logical ideas later had a strong influence on European science and helped deepen the understanding of Aristotle’s works.
Why do we need al-Farabi?
First, because he established the fundamental principles of science in fields such as logic, philosophy, politics, music, pedagogy, and psychology. Much of modern scientific thinking is based on his ideas.
Second, because he presented ideas that lead humans toward perfection. His work “The Virtuous City” discusses the ideal society and the perfect human being, and its ideas about education, morality, and governance remain important today.
Third, because he unified knowledge by emphasizing the interconnection of all sciences, which forms the basis of modern interdisciplinary studies.
Fourth, because he teaches us how to think — to analyze logically, rely on evidence, and study knowledge systematically, which is essential for success in any field.
Fifth, because his legacy still addresses modern problems such as justice, governance, morality, and education, proving that his ideas remain timeless.
In my field — language, literature, and scientific analysis — al-Farabi’s greatest contribution is his scientific explanation of the relationship between thought and speech. Through logical categories such as concept, judgment, and conclusion, he developed a methodology for correctly understanding and interpreting texts. Today, concepts such as text analysis, argumentation, and logical speech are rooted in al-Farabi’s works. Furthermore, his ideas about society in “The Virtuous City” correspond to many aspects of modern democratic principles, and his views on education continue to influence modern pedagogy.
The scholar’s legacy strengthens my love for knowledge, deepens my thinking, and reminds me that every word and every idea must have a logical foundation. Al-Farabi teaches the eternity of knowledge and the limitless nature of human thought. Therefore, I consider it an honor to follow his path in my field and draw inspiration from his scientific heritage.
References:
1.National Encyclopedia of Uzbekistan, Vol. 1, “Farabi,” Tashkent, 2000, p. 412.
2.Jumaboyev, Y. From the History of the Development of Philosophical and Ethical Thought in Uzbekistan, Tashkent, 1997, p. 187.
3.Al-Farabi, The Virtuous City, Tashkent: Yangi Asr Avlodi, 2010, p. 164.
4.Yuldashev, M. Al-Farabi’s Philosophy and the Eastern Renaissance, Tashkent, 2005, p.
214.
Halilova Ruxshona Abdufattohovna was born on October 16, 2007, in Sariosiyo district of Surkhandarya region. She is currently a first-year student at the Denov Institute of Entrepreneurship and Pedagogy, Faculty of Philology, majoring in Uzbek Language and Literature. She holds a National Certificate in her native language. In addition, she has obtained more than 100 international and local certificates. She is a member of the Argentine “Science and Literature Writers” Association and has a membership certificate. Her articles are indexed on Google, and her creative works have been included in many anthologies. She has also participated in several prestigious competitions.
Artificial Intelligence (AI) has moved from being a futuristic concept to a significant part of our daily lives. Nowadays, AI impacts many aspects of how we live, work, and communicate. From smartphones to healthcare, AI technologies are shaping the modern world in ways that were once unimaginable. This essay dedicates the impact of AI on daily life, education, work, and society, providing both its benefits and challenges.
In our everyday life, AI is everywhere. Smart assistants like Siri, Alexa, and Google Assistant help people manage tasks quickly and efficiently. They can set reminders, answer questions, or even control home devices. Online services, such as recommendation systems on Netflix or YouTube, use AI to predict what we might like, making entertainment more personal. AI also improves communication through real-time translation apps, allowing people from different countries to understand each other easily. These technologies save time, increase productivity, and make life more convenient for millions of people worldwide.
AI is also transforming education and work. In schools and universities, AI-powered platforms provide personalized learning experiences. Students can receive guidance based on their strengths and weaknesses, making studying more effective. For instance, AI tutors can help students practice languages, solve math problems, or prepare for exams. In the workplace, AI assists in automating repetitive tasks, analyzing data, and supporting decision-making. Businesses use AI to improve customer service, optimize production, and predict market trends. These applications not only save time but also allow professionals to focus on more creative and strategic tasks.
On the one hand, AI also has some challenges. One major concern is the potential loss of jobs. Automation may replace certain roles, especially in industries that rely on routine work. Another issue is privacy and security. AI systems often collect large amounts of personal data, raising questions about how this information is used and protected. Additionally, there is the risk of bias in AI algorithms, which can lead to unfair decisions in areas like hiring or lending. These challenges show that while AI offers great opportunities, society must carefully manage its development and use.
In conclusion, Artificial Intelligence is changing the way we live, learn, and work. Its influence is visible in everyday tasks, educational tools, and professional environments. While AI brings numerous benefits, it also requires responsible management to prevent negative consequences. As technology continues to evolve, it is essential to balance innovation with ethics and security. The future of AI is promising, but it also depends on how we, as a society, choose to use it. Will AI help us achieve more, or will it create new challenges? The answer will shape the coming decades.
My name is Saida Turdiboyeva Obid qizi, and I am a second-year student at the University of World Languages in Uzbekistan, majoring in English Philology. I am passionate about reading, writing, and exploring new ideas, especially in technology and education. I enjoy writing essays and articles that reflect my perspective on current trends, such as the impact of Artificial Intelligence on daily life.
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.
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.
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.
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.
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.
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
UNESCO. The Salamanca Statement and Framework for Action on Special Needs Education. 1994.
Azizova,S. Implementing Inclusive Education for Children with Disabilities: The Experience of Uzbekistan (dissertation). Tashkent State Pedagogical University, Tashkent, 2020.
Ministry of Education of the Republic of Uzbekistan. Directions for the Development of Inclusive Education. Tashkent, 2020.
Azimov,T. Education for Children with Disabilities: The Situation and Development in Uzbekistan. Tashkent: Ministry of Education of the Republic of Uzbekistan, 2019.
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.
