sheltered during the electrical storm
by my grandmother's freckled arm


          *


ignoring the elaborate directions
my brother the technopath


          *


zooming-in on the shoe in the street


          *


the stalled industry of clover crowns


          *


sea voyage atop the Crimson King maple


          *


the green undertow of my dysfunctional family


          *


you're a white cloud when nobody waits for your return


          *


she told the store detective the sweater wasn't even her style


          *


please continue, as long as you're not counting on being understood


          *


she knows all the birthdays of the dead


          *


the opulent life of the former bedwetter's
full underwear drawer

“Kamilah the Miracle Filly,” by Angela Alioto, wins the Courage for Freedom Film Award

San Francisco. The “Courage for Freedom Film Award” has been awarded to Angela Alioto’s film “Kamilah the Miracle Filly” narrated excellently by Joe Mantegna, winner of a Tony Award, multiple Emmy nominations, and honored with a star on the Hollywood Walk of Fame. 

The coveted award was presented to Angela Alioto last week by Count Federico di Wardal.

The citation is: “for creating a work of high cinematic value based on saving a life through courage and faith, with unparalleled determination “

Angela Alioto, politician, president of the Knights of St. Francis, and one of the most esteemed lawyers in the United States, has taken actions considered of historic importance for human and civil rights and for peace, upholding the creed of St. Francis of Assisi of universal love, which is the goal of SF founded by the Franciscan missions.

Alioto gave also a strong contribution to San Francisco concerning cinema.

The SF Film Commission is attributed specifically to her legislative initiative as its creator.

But let’s get back to the film “Kamilah, the Miracle Filly”. 

It is the true story of the filly Kamilah that doctors had decided to put down, refusing to operate on her legs. 

The story captivated California, spread throughout the USA, landing in Europe, where Angela Alioto is known too, and in the rest of the world, via social media. 

Through UC Davis, Alioto operated on Kamilah, saving her life, during months of tribulation. 

At that point she committed to making the film “Kamilah the miracle filly” selected in 2025 at the LA Tribune IFF, chaired by Moe Rock and Emily Letran and winner at the SF New Concept IFF chaired by Joanna Zhang and at the Vesuvius FF, in Pompeii (Italy) chaired by Giovanna D’Amodio. 

Alioto, as well as the Count Federico Wardal, was friend of the film legend Federico Fellini and she always was involving in an international film entourage. 

At the same time, Francesco Garibaldi Hibbert, a descendant of the hero of two worlds Giuseppe Garibaldi, and his friend Count Federico di Wardal met in LA last summer and decided to found the “Courage for Freedom Film Award” and “Courage for Freedom” and to create the film “Anita,” with music by Andrea Ceccomori, centered on a touching poem of the highest artistic value by the hero Garibaldi on the agony and death of his young Brazilian wife Anita. 

For this, an unusual aspect emerges for a hero: being also a poet and poetry is close to the border with cinema. 

Here’s what the coveted award is: The “Courage for Freedom Film Award” is issued by the “National Giuseppe Garibaldi Association” to honor excellence in films that exalt the universal values ​​that inspired the revolutionary Hero of Two Worlds, Giuseppe Garibaldi, in his quest for freedom, equality, and justice for oppressed peoples.

The award immediately became one of the most coveted internationally, supported by institutions for peace, the protection of human rights, the environment, and film festivals with these missions. 

Congratulations again to Angela Alioto and a call to everyone to cultivate a profound awareness of inner peace.

Introduction

Inflation is one of the most important economic indicators in modern economies. It refers to the general increase in the prices of goods and services over time. When inflation rises rapidly, the purchasing power of money decreases, which means people need more money to buy the same products. High inflation can create economic instability, reduce living standards, and increase uncertainty in the market.

However, when inflation begins to decrease, the situation may improve. The decrease of inflation, also known as disinflation, means that prices are still rising, but at a slower rate than before. This process is often seen as a positive sign because it shows that economic policies are working and price growth is becoming more stable.

This paper discusses the concept of inflation, the reasons for its decrease, the role of monetary and fiscal policies, and the positive and negative effects of lower inflation on households, businesses, and the national economy.

Understanding Inflation

Inflation occurs when the overall price level of goods and services increases over a period of time. It is usually measured annually using economic indicators such as the Consumer Price Index (CPI).

For example, if a basket of goods costs $100 this year and $110 next year, the inflation rate is 10%. This means that money has lost part of its value.

Moderate inflation is considered normal in many countries. Central banks often aim for inflation around 2–3% per year. This level encourages spending and investment while keeping prices stable.

However, when inflation becomes too high, it creates serious problems:

Decreased purchasing power

Higher cost of living

Reduced savings value

Economic uncertainty

Types of Inflation

Inflation can be classified into several types based on its causes.

1. Demand-Pull Inflation

This happens when demand for goods and services exceeds supply. When consumers spend more money, businesses increase prices.

2. Cost-Push Inflation

This occurs when production costs increase. For example, higher wages or energy prices force companies to raise product prices.

3. Built-In Inflation

This type is caused by expectations. If people expect prices to rise, they demand higher wages. Businesses then raise prices, creating a cycle.

Understanding these types helps policymakers control inflation effectively.

What Does a Decrease in Inflation Mean?

A decrease in inflation does not mean that prices are falling. It simply means that prices are rising more slowly.

For example:

Year 1: Inflation = 12%

Year 2: Inflation = 7%

In this case, inflation has decreased, but prices are still increasing.

This process is called disinflation. It is different from deflation, which means a general decrease in prices.

Causes of Decreasing Inflation

There are several reasons why inflation may decrease.

1. Monetary Policy

Central banks use interest rates to control inflation. When inflation is high, they increase interest rates. Higher interest rates make borrowing more expensive, which reduces spending and demand.

As demand decreases, price growth slows down.

2. Fiscal Policy

Governments can reduce inflation by controlling public spending and reducing budget deficits. Responsible fiscal management helps maintain economic balance.

3. Improved Supply Conditions

When supply chains recover and production increases, shortages decrease. As a result, prices stabilize.

4. Lower Energy and Commodity Prices

Energy plays a key role in production. If oil and gas prices fall, transportation and production costs decrease. This reduces pressure on prices.

5. Decreased Consumer Demand

If consumers reduce spending due to uncertainty or high interest rates, demand decreases, and inflation slows.

Positive Effects of Decreasing Inflation

Lower inflation has several important benefits.

1. Increased Purchasing Power

When inflation slows, people can buy more goods and services with the same income.

2. Economic Stability

Stable prices create a predictable business environment. Companies can plan investments more effectively.

3. Protection of Savings

Lower inflation protects the real value of savings. High inflation reduces the value of money saved in banks.

4. Improved Investment Climate

Investors prefer stable economies. Lower inflation increases confidence and attracts foreign investment.

5. Long-Term Economic Growth

Controlled inflation supports sustainable development and economic progress.

Negative Effects and Risks

Although decreasing inflation is usually positive, there are risks.

1. Economic Slowdown

Inflation may decrease because of weak demand and slow economic growth. In such cases, lower inflation is not a positive signal.

2. Higher Unemployment

When central banks raise interest rates, companies may reduce investment and employment.

3. Risk of Deflation

If inflation decreases too much, it may turn into deflation. Deflation can reduce spending and slow economic activity.

The Role of Central Banks

Central banks are responsible for maintaining price stability.

Their main tools include:

Interest rate adjustments

Controlling money supply

Regulating banking systems

Effective monetary policy helps achieve balanced economic growth.

Impact on Businesses

Businesses benefit from stable and lower inflation because:

Costs are predictable

Planning becomes easier

Investment risks decrease

However, high interest rates may increase borrowing costs.

Impact on Households

Lower inflation helps households by:

Reducing the cost of living growth

Protecting income value

Supporting financial planning

But if inflation decreases due to economic crisis, unemployment may increase.

Global Perspective

Inflation is influenced by global factors such as:

Oil prices

International trade

Exchange rates

Global crises

When major economies reduce inflation, it positively affects global markets.

Historical Examples

Many countries have experienced high inflation followed by disinflation.

Successful strategies included:

Strict monetary policy

Fiscal discipline

Structural reforms

These experiences show that reducing inflation requires careful planning.

Inflation and Employment

There is often a trade-off between inflation and unemployment. Reducing inflation too quickly may increase unemployment.

Policymakers must balance these factors.

Social Impact

High inflation increases inequality because low-income families suffer more.

Lower inflation improves social stability and reduces financial stress.

Long-Term Economic Benefits

Stable inflation leads to:

Sustainable growth

Stronger currency

Higher productivity

Increased foreign investment

Policy Recommendations

To maintain stable inflation, governments should:

Strengthen monetary policy

Maintain fiscal discipline

Improve supply chains

Support domestic production

Increase economic transparency

Conclusion

The decrease of inflation is an important economic process that contributes to stability and sustainable growth. It indicates that price growth is slowing and economic policies are effective.

Lower inflation increases purchasing power, protects savings, and supports investment. However, policymakers must ensure that inflation decreases gradually and does not lead to economic recession or deflation.

A balanced and well-managed economy requires moderate and stable inflation. When governments and central banks work together, they can create a strong economic environment that benefits businesses, households, and the entire society.

My name is Shonazarov Shohjaxon, born on January 17, 2008. I am currently a first-year Economics student at Tashkent State Geological University. I chose this field because I am highly interested in financial systems and economic development.

Somewhere

He’s walking

Back to his apartment 

And he senses 

That something is

Behind him

And before he can

Fully turn around

He notices a bird

And then he reverses course

And just keeps walking 

And then he feels something

Poke his right shoulder

And he turns around

And realizes that it’s that bird

That bird that’s now flying away

There’s a metaphor there somewhere.

Taylor Dibbert is a poet in Washington, DC. He’s the author of, most recently, “On the Rocks.”

UDC. 371.38

THE USE OF INTERACTIVE METHODS IN TEACHING STUDENTS WITH AND WITHOUT SPECIAL NEEDS IN INCLUSIVE PRIMARY EDUCATION

Dilnoza Khabibullo qizi
Akhmedova Kokand University, Andijan
Branch

Oygul Shuhratbek qizi
Abdullayeva

Student, “Primary Education”

Department, 2nd stage
Kokand University, Andijan
Branch

Annotation. This article provides an in-depth analysis of the role of interactive methods in ensuring high-quality and effective education for both students in need of inclusive education and healthy students in primary grades. The theoretical foundations of inclusive education, the pedagogical competencies of teachers in its practical implementation, as well as psychological-pedagogical approaches and methodological aspects, are scientifically substantiated. The article also reveals the mechanisms for applying interactive methods in primary grades and their role in supporting the individual development of students with diverse needs.

Keywords: inclusive education, primary grade, interactive
method, pedagogical cooperation, differentiated approach, students with special educational needs, competence, educational technologies, adaptive environment, pedagogical innovation.

INTRODUCTION.

One of the most important tasks facing the education system in today’s globalization process is to create equal opportunities for all
children, including providing quality education in the same classroom for students with special needs and healthy students. The inclusive education model is a practical expression of democratic values in world pedagogy and has been developing rapidly in the educational system of Uzbekistan in recent years. The Law of the Republic of Uzbekistan “On Education” also guarantees equal educational opportunities for all children [1].

According to UNESCO’s definition, inclusive education is “a system
that enables full participation in the educational process by creating equal opportunities for all children, including those with special needs” [2].

Primary education is the foundation of this process, where students’ personality formation, social communication skills, and motivation for learning develop. Therefore, the quality of education in an inclusive classroom, the correct choice of pedagogical approach, and the
use of interactive methods are of particular importance.

Pedagogical research shows that interactive methods — technologies such as “Brainstorming, ” “Blitz Questions, ” “Know-Want to Know-Learned (KWL) Chart, ” “Pair Work, ” “Role-Playing, ” “Circle Time” — are effective tools that unite students with different
needs and encourage their activity [3].

This article covers the scientific and methodological foundations
of improving the quality of inclusive education in primary grades using interactive methods, the results of experiments, and practical
recommendations.

LITERATURE REVIEW.

Scientific approaches to inclusive education are based on several
paradigms:

According to the “Social Model” put forward by M. Oliver,
disability is interpreted not as an individual defect or biological
limitation of a person, but as a result of an unadapted, barrier-
filled environment of society. This model views disability not as
a problem, but as a consequence of insufficiently inclusive environments and social structures. Therefore, it is considered wrong to segregate children with disabilities from society or evaluate them solely from the perspective of personal shortcomings. The main focus should be on adapting society itself — educational institutions,
infrastructure, methodology, and communication culture [3].

In the context of inclusive education, this approach is even
more significant. Oliver’s social model demonstrates the need to
create equal opportunities for students with special needs by removing psychological, pedagogical, physical, or communicative barriers in the educational process. That is, interpreting disability not as a “defect in the person” but as “the educational environment not
being sufficiently comfortable and adapted” encourages educators to create a supportive, adaptive, and discrimination-free environment for students. As a result, the educational process becomes open, fair, and inclusive for all children.

M. Ainscow’s “Pedagogical Integration Model” envisions creating a supportive educational environment and serves to enhance the individual capabilities of all students. This model ensures students’ full integration into the general education process by applying adaptive methods according to their needs and developmental
characteristics. Especially in inclusive education settings, the pedagogical integration model creates favorable conditions for
children with different needs to effectively integrate into the class community, participate in the learning process based on equal opportunities, and demonstrate their potential [2].

The main content of the model consists of adapting the educational process, individualizing the learning load, encouraging social cooperation among students, and ensuring psychological comfort. Through this, children with special pedagogical needs have the
opportunity to learn at their own pace, gradually master complex
tasks, and harmonize with the general educational environment. As a result, the educational process becomes not only effective but also fair and inclusive for all students.

Based on L. Vygotsky’s socio-cultural theory of learning, engaging students in cooperative learning significantly increases the effectiveness of the educational process. This approach is even more relevant in inclusive education settings. According to Vygotsky’s concept of the “zone of proximal development,” a student achieves higher results when engaging in cooperative activities with peers and adults in situations where it is difficult to acquire complex knowledge and skills independently. In this regard, cooperative learning methods in inclusive classrooms strengthen the social integration of students with special needs, develop their communication skills, and help them feel like full members of the class [6].

Furthermore, the cooperative learning process develops students’ social competencies such as mutual assistance, knowledge sharing, and supporting each other. As a result, favorable pedagogical conditions are created for children with different needs and abilities to participate in the general educational environment based on equal opportunities and fully realize their potential.

METHODOLOGY.

Our research was conducted in the following stages:

1. Diagnostic stage: The goal was to determine the students’
   developmental levels, the psychological profile of children
   with special needs, and the readiness indicators of teachers
   for inclusive education.
2. Experimental stage: Two parallel classes were selected: one taught with traditional methods, the other with interactive methods.

· Unique interactive methods (role-playing, small groups, visual
games) were applied.

3. Observation stage: Students’ activity, the strength of mutual
   communication, and the dynamics of task completion
   were studied.
4. Determination stage: Tests, interviews, and questionnaire
   methods were used. Interviews were conducted with students,
   teachers, and parents.

RESULTS.

The experimental process showed the following
results: In the class where interactive methods were used,
students’ active participation in the lesson increased from 28% to
70%. The level of communication between students with special
needs and their peers increased 2 times. In the interactive class,
the level of students giving independent answers to questions rose from 38% to 75%.

Indicators for written and oral literacy showed meaningful
growth: literacy: +20%, reading technique: +19%, mathematical
literacy: +25% (Figure 1).

[DISCUSSION. The obtained results show that using interactive
methods in primary inclusive classrooms significantly strengthens the differentiated approach in the learning process.

This creates an opportunity to give each student tasks tailored
to their individual abilities, capabilities, and needs. Students
with special needs feel the positive impact of the inclusive
environment by participating in the same activities and games as
their peers, without feeling excluded. At the same time, group-based games and activities unite all children, fostering solidarity, cooperation, and social connections among them.

The use of interactive methods builds students’ self-confidence, increases motivation, and encourages an active learning process. Students test their abilities by completing tasks at different levels and develop self- assessment skills through a sense of achievement. At the same time, the interactive approach expands opportunities
for teachers to implement inclusive pedagogy and adaptive technologies in practice. They can improve the quality of education
by creating an individual education plan for each child, determining their developmental pace, and adapting the necessary
pedagogical tools.

As a result, interactive methods serve as an important tool for
effectively organizing the pedagogical process in an inclusive classroom, positively influencing students’ mutual cooperation, personal development, and teachers’ professional competencies. This is a crucial factor in improving the overall quality of inclusive
education and creating equal opportunities for every student.

CONCLUSION.

The research results show that teaching students with special needs and healthy students in the same classroom using interactive methods is not only effective but also the most important condition for ensuring equal quality of education. Pedagogical approaches adapted to inclusive education develop students’ social integration, psychological adaptation, critical and creative thinking skills.

To ensure quality education in inclusive classrooms, it is
important to develop differentiated educational programs, improve the set of interactive methods, enhance teacher qualifications, establish systematic cooperation with parents, and strengthen the activities of psychological- pedagogical services.

Indeed, every child has the right to quality education. Educating
students with disabilities requires more effort and research from teachers. If lessons are approached more seriously and students are engaged using various interactive methods, change and growth in every child are inevitable. We believe that the methods analyzed above will certainly help in this process.

REFERENCES

1. Law of the Republic of Uzbekistan No. O’RQ-637 dated September 23, 2020 “On Education” / National Database of Legislation Information, 24.09.2020, No. 03/20/637/13-13.
2. Ainscow M. Understanding the Development of Inclusive Education. — London: Routledge 264 p.
3. Oliver M. The Social Model of Disability: An outdated ideology? — London: University College London Press, 1996. — 72 p.
4. UNESCO. Inclusive Education Guidelines. — Paris: UNESCO Publishing, 2009. — 52 p.
5. Vygotsky L.S. Pedagogical Psychology [Pedagogicheskaya psikhologiya]. — Moscow:
   Pedagogika, 1991. — 480 p.
6. Zaripova Sh., Abdullaev B. Theoretical Foundations of Inclusive Education [Inklyuziv
   ta’limning nazariy asoslari]. — Tashkent: Fan,

A Vase

A Poem response to H is for Hideous by Kim Hyesoon

It was a woman

Before it was a vase.

It was able to live as what it was

There was no man to exploit it patterns

It was more than being forced to rest upon a table.

Its once beautiful silhouette once had flowers decorated across its skin 

Yet now it was bloody and dirty from shards of ceramic pieces.

The human part of it became enclosed in a tiny hole

Slivers of confusion only being left

It was taken away by a man

Was told lies that it was unlovable

Unfixable

Until it believed it too.

It had nowhere to be

Nor no home

Even when the man claimed to be its husband

There was no warmth of a home there

It had become

A vase of a mindless woman with only a man inside of her.

The white gaze

“To create is to live twice.”

Albert Camus

“I used to think the goal was to be loved. Now I know it’s to be understood.”

Emma Thompson

We are kind to each other

The cooking utensil to the other 

cooking utensils in the drawer

The spoon to the other spoons, yes, everything 

must have its place, every trace 

of prey, each invisible doorway  

into the kitchen

What is courage, 

what is increase? It is only a

place to start

The garden is cool, 

the tree’s shade

My father’s voice

I murmur a response

The washing hangs on the line

My brother’s daughter strums 

a toy guitar, we have a 

butternut pizza for supper

We can’t get the boys out of the angry green sea,

nor can we get them out of the jacuzzi

The white gaze lies dormant

in the shade like our brown bodies

We put a plaster on her finger

the wound is bloodless now

I make iced matcha lattes for myself and my dad

I lick the white moustache off my upper lip

Overnight I have turned into a capitalist

My fingers into stars, my legs 

into a wave, the bead of the presenter’s 

tongue on the television into a fig

The current moves through me

This time it’s personal

It catches the light of the fire

inside my father, inside all of us

The smell of burning meat, drumsticks

The kitchen is time and memory

Legs are tanned, burned by the sun’s time and memory

The boys and my sister play a board game

My mother screams and screams at me

The room grows quiet

A pink geranium grows out of my mother’s throat

Something within me is crushed like a pill

Slowly the sun in my mother’s eyes

turns into a mocking face, a laugh

Its poison is killing me slowly. She is just a woman

and I am just a woman

The moment passes

The child starts to laugh too because my mother is laughing

I break, I break

A wave flows into me and I lose consciousness

It’s evening

The game continues

A woman walks by the house with her dog

The dog barks

There’s a white feather in my mouth

It tastes like snow

Going

“When we can’t think for ourselves, we can always quote.”

Ludwig Wittgenstein

I offer you cranberry bread.

I offer you this knife for the hard cheese.

I offer you this clock.

I offer you the dark.

I offer you this fruit.

I offer you this orange.

I offer you this as a blessing.

I offer you this sweetness.

I offer you this shroud.

I offer you this veil.

I offer you this truth.

I offer you this memory.

I offer you, Africa.

I offer you these gifts.

I offer you equality.

I offer you this ancient sea.

I offer you music.

I offer you this river.

I offer you this garden as meditation.

I offer you the history of this continent.

I offer you this as an alternative.

I offer this to you for our salvation.

I offer this to you because I love you.

I offer you this because today you are getting on a ship,

and sailing far away from me.

I offer you sleep, captor.

I offer you this forest that I dragged behind me

because you have the personality

of foolish paper and the medicine of the wildflower.

I offer you this frozen mist.

I am offering you this blue cat. Take it.

Please accept it gracefully.

Let it be your companion.

I offer the dissolution of the sun.

And now, now I come to peace.

Now I come to minister to you.

I bring you coffee and poetry books.

I will bring you a pen and an empty journal for your thoughts.

It was Christ who brought us this morning.

It is time. It is the hour of your departure.

I turn to embrace you, to say goodbye.

Waiting/Relapse

“Put down the pen someone else gave you.  No one drafted a life worth living on borrowed ink.”

Jack Kerouac

“Today I can’t stand myself, and I will force myself to write because you’re unhappy. So, I must mask the monster within and find the landing place. I must smile because I want to see you smile. I must count the days and remain quiet in your presence, because you are not at peace. This is what I tell my mind on bad days.”

I took a walk and found a poem.

It gave me good advice.

It told me to be kind to myself.

It told me to do the dishes,

to go for long walks.

That fresh air is good for me.

It told me to listen to my mother.

It told me to forgive my father.

That to fix my broken brain,

I had to love myself.

I live in the past.

I live inside this year of sadness.

You, the man, are no longer here.

I tell myself that I’m free.

I have no mother.

I have no father.

I am not a daughter anymore.

I have no sister.

I have no brother.

These days I keep to myself.

Birds inside my head.

Birds kept inside mental cages.

The cold sea is a great comfort.

Some nights this pain is endless.

Tonight, the garden is psychotic.

I have been put in isolation.

The door is locked from the outside.

I receive no visitors.

There are bars at the window.

Charles Bukowski’s ghost sits beside me.

He strokes my hair.

He makes me feel beautiful.

I took a sip of his beer.

It makes me feel warm inside, good.

I hear the women’s laughter.

They start throwing stones at me.

Even this pain is medicine.

Although it makes me feel mediocre.

Strong medicine like Chopin.

I finished the bottle.

I hid the green bottle away

under the sheets that felt like winter

I jumped out of the window.

The slow torture of night catches me.

Mrs Williams, the dead pastor’s wife,

told me to stop complaining. You’re alive

for a purpose: to dream, to have a child.

Live, she said. Find reasons to live.

I read a poem by Kobus Moolman.

I write to the Dutch English poet

Joop Bersee. Nothing makes the

darkness go away. My brother

locks me out of the house.

But first, his fist rains down on me.

I disappeared somewhere.

Once Rilke’s wife, always Rilke’s wife.

The cloud hurts.

The sun hurts.

The snail laughs at me.

You couldn’t even land a man, it says.

How to be great, I ask?

Be kind, Oprah says.

So, I am kind.

The world forgets all about me.

Just like my mother did.

On my birthday there was no cake

or presents. There were no red balloons.

I ate beans and rice in the kitchen

with my father. The stigma is refreshing.

The bones of madness is a gem, trivia.

I went on holiday to Provincial Hospital.

This trip taught me to understand others.

It taught me to understand myself more.

Nowadays when depressed I give myself flowers.

I keep my pain to myself.