ZAMONAVIY PEDAGOGIKADA INKLYUZIV TA’LIMNING RIVOJLANISH TENDENSIYALARI
Main Article Content
Аннотация:
Ushbu maqolada zamonaviy pedagogikada inklyuziv ta'limning rivojlanish tendensiyalari va yo'nalishlari tahlil qilinadi. Inklyuziv ta'limning nazariy-metodologik asoslari, xalqaro tajribalar va O'zbekiston ta'lim tizimida amalga oshirilayotgan islohotlar doirasida inklyuziyani rivojlantirish masalalari ko'rib chiqiladi. Shuningdek, inklyuziv ta'lim amaliyotini takomillashtirish, o'qituvchilarning kasbiy kompetensiyalarini rivojlantirish va innovatsion pedagogik texnologiyalarni joriy etish mexanizmlari yoritilgan.
Article Details
Как цитировать:
Библиографические ссылки:
O'zbekiston Respublikasi Prezidentining 2020-yil 13-oktyabrdagi "Alohida ta'lim ehtiyojlari bo'lgan bolalarga ta'lim-tarbiya berish tizimini takomillashtirish chora-tadbirlari to'g'risida"gi PQ-4860-son Qarori.
O'zbekiston Respublikasining "Ta'lim to'g'risida"gi Qonuni. 2020-yil 23-sentabr, O'RQ-637-son.
O'zbekiston Respublikasi Vazirlar Mahkamasining 2020-yil 23-dekabrdagi "Imkoniyati cheklangan bolalarga ta'lim-tarbiya berish tizimini yanada takomillashtirish chora-tadbirlari to'g'risida"gi 824-son Qarori.
Ainscow, M., & Messiou, K. (2018). Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19(1), 1-17. https://doi.org/10.1007/s10833-017-9312-1
Artiles, A. J., & Kozleski, E. B. (2016). Inclusive education's promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Archives, 24(43), 1-29. https://doi.org/10.14507/epaa.24.1919
Н. А Абдухолиқова Жамият ахборотлашувининг ижобий салбий хусусиятлари Conferencea, 125, 2022.
Н. A. Абдухоликова Талаба ёшларнинг интернет қарамлигини олдини олишда таълим маърифати. Oriental renaissance: Innovative, educational, natural and social sciences 2022.
Björk-Åman, C., Björk-Willén, P., & Norén, E. (2021). The inclusion of multilingual students in Swedish schools: Policy and practice. International Journal of Inclusive Education, 25(14), 1594-1608. https://doi.org/10.1080/13603116.2019.1629122
Booth, T., & Ainscow, M. (2016). Index for inclusion: A guide to school development led by inclusive values. Cambridge: Index for Inclusion Network.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80(1), 7-24. https://doi.org/10.1177/001440291308000107
Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135. https://doi.org/10.1080/08856257.2013.778111
Mamarajabova, Z.N. (2020). Maxsus ta'lim ehtiyojlari bo'lgan bolalar bilan ishlash kompetensiyasini shakllantirish mexanizmlari. Ped. fan. bo'yicha falsafa doktori (PhD) diss. avtoreferati. – Toshkent. – 56 b.
McMaster, C. (2015). "Where is ____?": Culture and the process of change in the development of inclusive schools. International Journal of Whole Schooling, 11(1), 16-34.
Murawski, W. W., & Lochner, W. W. (2018). Beyond co-teaching basics: A data-driven, no-fail model for continuous improvement. Alexandria, VA: ASCD.
Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), 437-451. https://doi.org/10.1080/08856257.2017.1295639
Qodirova, Z.K. (2021). Inklyuziv ta'lim sharoitida pedagogik faoliyatga tayyorgarlikni ta'minlash mexanizmlari. Monografiya. – Toshkent: "Fan va texnologiya". – 180 b.
Rose, D. H., Gravel, J. W., & Gordon, D. T. (2018). Universal design for learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed.) (pp. 507-530). Pittsburgh, PA: Carnegie Mellon University ETC Press.
Rose, R., & Shevlin, M. (2020). Support provision for students with special educational needs in Irish primary schools. Journal of Research in Special Educational Needs, 20(1), 51-63. https://doi.org/10.1111/1471-3802.12465
Sailor, W., McCart, A. B., & Choi, J. H. (2018). Reconceptualizing inclusive education through multi-tiered system of support. Inclusion, 6(1), 3-18. https://doi.org/10.1352/2326-6988-6.1.3
Shogren, K. A., McCart, A. B., Lyon, K. J., & Sailor, W. S. (2018). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173-191. https://doi.org/10.1177/1540796915586191
Specht, J., & Young, G. (2019). Professional learning for teachers and educational assistants working with high-needs student populations. In B. Smith & A. Hargreaves (Eds.), Handbook of educational ideas and practices (pp. 128-139). London: Routledge.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
Алехина С.В. (2016). Инклюзивное образование: от политики к практике // Психологическая наука и образование. – Том 21. – № 1. – С. 136-145. https://doi.org/10.17759/pse.2016210112
Малофеев Н.Н. (2018). От равных прав к равным возможностям, от специальной школы к инклюзии // Известия РГПУ им. А.И. Герцена. – № 190. – С. 8-15.
