REVIEWS * Corresponding Uzbekistan: Case for Inclusion (original) (raw)
Related papers
2021
This thesis explored the educational conditions for children with disabilities in Uzbekistan and the current development stage of inclusive education there. Of particular interest was how various groups perceived and understood the concept of inclusive education, what they saw as the critical issues in introducing inclusive practices, and how their experiences informed its better provision. These groups included parents of children with disabilities, teachers in general and specialised schools, non-governmental disability organisations (NGOs), and the government. The research is of importance as little has been written about inclusive education in Uzbekistan. It offers a platform for academics, policy-makers, and practitioners to further the agenda of equity in education in and beyond this setting through research, policy, and practice.
intjcese, 2024
The current study aims at comparing and contrasting the provision of inclusive primary education for the Differently-abled children in Delhi, India and Tashkent, Uzbekistan. The research explores the perceptions of teachers and administrators regarding the implementation of inclusive education for children with disabilities, with a focus on three specializations: Some of the special education programs include the Blind Education, Deaf Education, and Speech-Impaired Education. Parental involvement, community awareness, school support, and educators' attitudes are the components that the study uses to evaluate the efficacy of inclusive practices in the two cities. Inclusive education has shown to have made progress according to the study but there are still challenges that exist in terms of resource, infrastructure and trainers particularly in Tashkent. The findings also support the need for more efforts in increasing community awareness, increasing resources in schools, and professional development for educators in order to support inclusive education for children with disabilities. This work can enhance the existing literature on inclusive education and provides policy and practical implication for India and Uzbekistan.
Inclusive Education in Kazakhstan: Selected Issues
CBU International Conference Proceedings 2013 - Integration and Innovation in Science and Education, 2013
Currently government of the Republic of Kazakhstan considers education of children with disabilities as one of the main priorities of education and society development in a whole. Thus, the most efficient means of achieving the ultimate goal for it is to reveal the most efficient ways of training of children with mental retardation. Inclusive or integrated education is becoming a powerful tool in this case if the range of educational institutions creates atmosphere which allows receiving high-quality education, correctional help and professional training. Every child and family is valued equally and deserves the same opportunities and experiences in meaningful ways. Inclusive education enables children with disabilities entering the society as full-fledged citizens who are capable of productive and independent life, building relationships and memberships with people around. As for Kazakhstan society the statistics shows: special educational services for the children with mental retardation are provided in 37 special kindergartens and 101 correctional schools, 240 special groups and 1098 special classes in compulsory schools. Moreover, nearly 10 thousand children are involved in home learning within individual study program. Since 2004 work on elaboration and publishing of Kazakhstani textbooks and educational-methodical complexes for special correctional educational organizations of 8 major kinds and types has been carried out. At the present time there are 56 medical-psychological-pedagogical rooms in the country. These institutions render medical-psychological-pedagogical support and social help to population how to diagnose and consult the children with disabilities
RTI Press, 2018
Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries
2017
Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education p...
The Right to Inclusive Education of Persons with Disabilities: The Policy and Practice Implications
Asia-Pacific Journal on Human Rights and the Law, 2011
Payel Rai Chowdhury 6 disabilities. Moreover, children with disabilities are disproportionately represented in low-income families, even in developed countries. In income-poor nations: ... people who are currently being marginalized by education policies and practices, such as those with special needs, are likely to remain excluded from schooling for the foreseeable future, unless radical reforms in the structure of education systems are contemplated and implemented. 7 Failure to ensure that children with disabilities receive effective educational services results in their later exclusion from the labour market and other forms of marginalization and dependency whilst contributing to poor health. The latest UN data suggest that 72 million children are not enrolled in primary education, mainly in sub-Saharan Africa (70% enrolment) and South Asia (90% enrolment). 8 Fifty-seven % of these are girls and a very significant proportion is likely to be 'disabled', although accurate world data on this group do not exist. Often, vast urban-rural disparities may exist such that country profiles do not always accurately reflect the reality of an entire nation. In fact, the diversity, coverage, and quality of education may be more diverse within a country than between countries:
Educational Review, 2013
The objective to provide education for all by the year 2015 includes students with disabilities. In the context of developing countries, this group of students is more excluded than included from educational services. This study presents an overview of literature in order to establish which projects have been undertaken and supported the inclusion of students with disabilities. The first aim is to examine the projects undertaken by governments and international organisations to include this group in regular education, the second aim is to examine the effects of these projects in terms of an increase in the number of students with disabilities in regular schools. An analysis of the literature was carried out by focusing on projects including the following four factors: external, school, teachers and parents. Fifteen empirical studies/reports were selected in which several undertaken projects were reported. The implemented projects focused mainly on school and teacher factors. Only two studies reported their effects. The findings are discussed by addressing the approaches of the projects undertaken and the serious gaps in implementing inclusive education in developing countries.
European Journal of Education, 2018
This paper explores multiple dimensions of inclusive education in Bangladesh's targeted schools. It compares the educational performance of children with disabilities to children without disabilities analysing their participation, retention and school completion rates. Through quantitative and qualitative analysis, it tries to explore the existing inclusive education practices at school level for quality and learning. The study uses community resource mapping, open-ended interviews, field observations, a quality assessment framework and literature review as the main research tools. The study found that at the primary level while significant number of children with disabilities enrol, their participation gradually decreases in the upper classes. In the targeted schools, enrolment of children with disabilities was at 35% in grade 1, which reduced to 31.5% in grade 2, further to 25% in grade 3 and to as low as 8.5% in grade 4, demonstrating a consistent decline in participation rates (σ±11.7). Thus it became clear that significant number of children with disabilities were unsuccessful to get promoted to the next grade or got dropped out every year from the schools. The study findings also suggest that despite the drop outs, teachers in the targeted schools found the enthusiasm and responsiveness of children with disabilities highly positive.