Foreign Experiences in Managing Inclusive Education in General Education Schools and Opportunities for Their Implementation

Abstract

 This article extensively covers international experiences in managing inclusive education in general education schools and examines the possibilities of implementing these practices in Uzbekistan. The main focus is on creating the necessary conditions for children with disabilities to receive education alongside their peers without disabilities in the general education system, with special attention paid to the advanced practices of foreign countries in this area. The inclusive education models in Norway, Denmark, Sweden, the United States, the United Kingdom, Belgium, Austria, France, and Russia have been analyzed, and their advantages, conditions necessary for implementation, and potential limitations have been thoroughly studied. The article also examines the challenges arising in the implementation of inclusive education, including the training of teaching staff, the establishment of material and technical infrastructure, and the shaping of societal attitudes. Practical recommendations for addressing these issues, as well as mechanisms for effectively utilizing international experience, are proposed. The article aims to create a scientific and practical foundation for emphasizing the importance of implementing inclusive education and strengthening its role in the general education system. Additionally, the significance of modern technologies and psychological approaches in working with hearing-impaired children is discussed. It is shown that hearing aids and specialized technological tools for developing hearing can positively impact a child's development, while psychological support can enhance the child's self-confidence and play a crucial role in developing social communication skills.