INKLYUZIV SINFLARDA O‘QUVCHILARNING IJTIMOIY INTEGRATSIYASINI TA’MINLASHNING PEDAGOGIK MEXANIZMLARI
Keywords:
monitoring, pedagogik qo‘llab-quvvatlash, sinf jamoasi, do‘stlik, hamkorlik, ijtimoiy qabul, kooperativ ta’lim, peer-tutoring, alohida ta’lim ehtiyojlari, ijtimoiy ishtirok, ijtimoiy integratsiya, inklyuziv ta’limAbstract
Maqolada inklyuziv sinflarda o‘quvchilarning ijtimoiy integratsiyasini ta’minlashning nazariy-metodik asoslari va pedagogik mexanizmlari tizimli yondashuv asosida yoritilgan. Ijtimoiy integratsiya inklyuziv ta’limning faqat bir sinfda birgalikda o‘qish bilan cheklanmaydigan, balki o‘quvchining tengdoshlar tomonidan qabul qilinishi, ijobiy o‘zaro munosabatlar o‘rnatishi, qo‘shma faoliyatda faol ishtirok etishi, do‘stlik aloqalarini rivojlantirishi va o‘zini sinf jamoasining to‘laqonli a’zosi sifatida his etishini qamrab oluvchi ko‘p komponentli pedagogik jarayon sifatida talqin qilindi. Tadqiqotda diagnostik-tayyorlov, inklyuziv muhitni loyihalash, hamkorlik faoliyatini tashkil etish, ijtimoiy o‘zaro ta’sirni pedagogik qo‘llab-quvvatlash, refleksiya, monitoring va korreksiya bosqichlaridan iborat mexanizm taklif etildi. Kooperativ ta’lim, peer-tutoring, buddy-system, kichik guruhli topshiriqlar, rolli vaziyatlar va qo‘shma loyihalarning ijtimoiy ishtirokni kuchaytirishdagi imkoniyatlari asoslandi. Ijtimoiy integratsiyani baholash uchun ijtimoiy qabul, o‘zaro ta’sir, do‘stlik-munosabatlar va ijtimoiy o‘zini idrok etish mezonlaridan foydalanish taklif qilindi.
References
1. 1. O‘zbekiston Respublikasi Prezidentining 2020-yil 13-oktabrdagi PQ-4860-son “Alohida ta’lim ehtiyojlari bo‘lgan bolalarga ta’lim-tarbiya berish tizimini yanada takomillashtirish chora-tadbirlari to‘g‘risida”gi qarori.
2. UNESCO. Global Education Monitoring Report 2020: Inclusion and Education - All Means All. Paris: UNESCO, 2020.
3. Koster M., Minnaert A.E.M.G., Nakken H., Pijl S.J., van Houten E.J. Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire // Journal of Psychoeducational Assessment. - 2011. - Vol. 29, No. 3. - P. 199-213. DOI: 10.1177/0734282910384065.
4. Koster M., Pijl S.J., Nakken H., Van Houten E. Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands // International Journal of Disability, Development and Education. - 2010. - Vol. 57, No. 1. - P. 59-75. DOI: 10.1080/10349120903537905.
5. Garrote A., Sermier Dessemontet R., Moser Opitz E. Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions // Educational Research Review. - 2017. - Vol. 20. - P. 12-23. DOI: 10.1016/j.edurev.2016.11.001.
6. Rademaker F., de Boer A., Kupers E., Minnaert A. Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities // Frontiers in Education. - 2020. - Vol. 5. - Article 602414. DOI: 10.3389/feduc.2020.602414.
7. Wang Z., Huang J., Wang L., Liu C. Social participation for students with special needs in inclusive schools: a scoping review // International Journal of Developmental Disabilities. - 2025. - Vol. 71, No. 5. - P. 643-662. DOI: 10.1080/20473869.2023.2277602.
8. Yertargynkyzy D., Gao C. Social and Pedagogical Support for Children With Special Educational Needs: A Systematic Review of Inclusive Practices, Instructional Strategies and Support Measures in Mainstream Schools // European Journal of Education. - 2026. DOI: 10.1111/ejed.70429.
