INCLUSIVE EDUCATION CHILDREN WITH DISABILITIES IN UZBEKISTAN
Abstract
This thesis examines the evolving landscape of inclusive education for children with disabilities in Uzbekistan. Through a combination of local fieldwork and international comparative analysis, the research identifies critical systemic barriers and proposes evidence-based reforms. The investigation integrates qualitative research methodologies with detailed case analyses, encompassing classroom observations and in-depth interviews with educators and families. Results demonstrate that properly implemented inclusive education substantially improves both educational outcomes and social integration for children with disabilities. The thesis puts forward strategic recommendations concerning teacher professional development, policy refinement, family engagement, and physical infrastructure enhancements.
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