ISSUES IN ORGANIZING INCLUSIVE EDUCATION: HUMAN RESOURCE CAPACITY, PEDAGOGICAL TECHNOLOGIES, AND THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES
Keywords:
Inclusive education, pedagogical staff, teacher competence, assistive technologies, ICT, Universal Design for Learning, scaffolding, individual education plan, neurodiversity, professional burnout.Abstract
This article provides a comprehensive analysis of contemporary issues in organizing inclusive education. The research examines the pedagogical workforce capacity, teacher preparation and motivation, the role of teaching assistants, the application of pedagogical technologies and interactive methods, as well as the integration of information and communication technologies (ICT) and assistive devices into the educational process. Based on studies conducted by UNESCO, OECD, the World Bank, and the European Agency for Special Needs and Inclusive Education, international experience (Finland, Canada, the United Kingdom, the United States, Australia) is analysed in comparison with the national model of Uzbekistan. The article highlights the effectiveness of methodologies such as Universal Design for Learning (UDL), scaffolding, peer-tutoring, and project-based learning. In conclusion, strategic recommendations are proposed for the consistent development of inclusive education in Uzbekistan.
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