OVERCOMING COMMON BARRIERS TO INCLUSION IN PRIMARY SCHOOLS
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| Natura: | Recurso digital |
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Zenodo
2025
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| author | Nizamatdinova Shakhsanem Karamatdin qizi Student of Faculty of Primary Education Nukus State Pedagogical Institute named after Ajiniyaz |
| author_facet | Nizamatdinova Shakhsanem Karamatdin qizi Student of Faculty of Primary Education Nukus State Pedagogical Institute named after Ajiniyaz |
| contents | <p><span lang="EN-US">Inclusive education in Uzbekistan has advanced since the 2020–2025 national strategy, yet primary schools still face significant barriers. These include entrenched societal attitudes, limited teacher preparation, resource and infrastructure constraints, and gaps in policy implementation. Drawing on recent studies, governmental data, and international development programmes, this article examines these obstacles and suggests approaches to foster inclusion. Effective strategies include inclusive infrastructure development, targeted teacher training, multi‑stakeholder collaboration, and community engagement. This article provides insights for educators and policymakers working to make inclusive education a daily reality in Uzbekistan’s primary schools.</span></p> <p><strong><span lang="EN-US">Key words:</span></strong><span lang="EN-US"> inclusive education, primary schools, barriers to inclusion, teacher training, policy implementation, case of Uzbekistan</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15690553 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | OVERCOMING COMMON BARRIERS TO INCLUSION IN PRIMARY SCHOOLS Nizamatdinova Shakhsanem Karamatdin qizi Student of Faculty of Primary Education Nukus State Pedagogical Institute named after Ajiniyaz <p><span lang="EN-US">Inclusive education in Uzbekistan has advanced since the 2020–2025 national strategy, yet primary schools still face significant barriers. These include entrenched societal attitudes, limited teacher preparation, resource and infrastructure constraints, and gaps in policy implementation. Drawing on recent studies, governmental data, and international development programmes, this article examines these obstacles and suggests approaches to foster inclusion. Effective strategies include inclusive infrastructure development, targeted teacher training, multi‑stakeholder collaboration, and community engagement. This article provides insights for educators and policymakers working to make inclusive education a daily reality in Uzbekistan’s primary schools.</span></p> <p><strong><span lang="EN-US">Key words:</span></strong><span lang="EN-US"> inclusive education, primary schools, barriers to inclusion, teacher training, policy implementation, case of Uzbekistan</span></p> |
| title | OVERCOMING COMMON BARRIERS TO INCLUSION IN PRIMARY SCHOOLS |
| url | https://doi.org/10.5281/zenodo.15690553 |