FROM SPECIAL EDUCATION TO INCLUSIVE EDUCATION: THE EVOLUTION OF PEDAGOGICAL VIEWS
DOI:
https://doi.org/10.55640/Keywords:
inclusive education, special education, pedagogical theories, zone of proximal development, ecological systems theory, universal design for learning, social model, education reforms in Uzbekistan, Vygotsky, BronfenbrennerAbstract
This article provides an in-depth analysis of the transition from the segregational and medical-defectological model of special education to the social-integrative, ecological, and universal design-based model of inclusive education from the perspective of the evolution of pedagogical views. The main objective of the study is to demonstrate the stage-by-stage development of pedagogical paradigms (medical model → integration → full inclusion), to comprehensively cover key theoretical models (Vygotsky, Bronfenbrenner, Bandura, Piaget, Universal Design for Learning, social model), and to evaluate the degree of their theoretical-practical application in the education system of Uzbekistan. The methodology includes systematic and content analysis of scientific literature, analysis of normative-legal documents, and comparison of international and national experiences. The results indicate that the theoretical foundations of inclusive education are actively being implemented in Uzbekistan’s education reforms (2020–2025 Concept, PQ-4860, ORQ-641, etc.), however, deep integration of theoretical models, teacher training, and overcoming cultural stereotypes in the macrosystem remain unresolved challenges. The discussion examines the strengths and weaknesses of theoretical models, adaptation issues in the Uzbek context, and promising directions. The conclusion emphasizes the not only pedagogical but also socio-philosophical and human rights significance of inclusive education.
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