THE PRACTICE OF IMPLEMENTING INCLUSIVE APPROACHES IN GENERAL EDUCATION SCHOOLS OF UZBEKISTAN

Abstract

This article examines the legal, organizational, and methodological aspects of implementing inclusive approaches in general education schools in Uzbekistan. It analyzes the conditions created to ensure quality education for children with special needs, identifies current challenges, and suggests ways to overcome them. Special emphasis is placed on the development of teachers’ inclusive competencies and the creation of an effective pedagogical environment through cooperation with families and communities.