The article reveals the essence of inclusive education as a modern humanistic approach aimed at ensuring equal opportunities for obtaining quality education for all students, regardless of their individual characteristics. The key principles of inclusion are considered, including equality, accessibility, individual approach and participation. Particular attention is paid to the historical evolution of inclusive education - from the model of isolation to a system based on the values of acceptance and respect for diversity. The importance of international initiatives and documents that contribute to the implementation of inclusive practices in the educational systems of different countries is emphasized.  

Inclusive education, equality, accessibility

The concept of development of inclusive education in the public education system for 2020-2025 (Appendix No. 1 to the Resolution of the President of the Republic of Uzbekistan dated 13.10.2020 No. PR-4860)

UN. (1989). Convention on the Rights of the Child. https://treaties.un.org/doc/ Treaties/1990/09/19900902%2003-14%20AM/Ch_IV_11p.pdf (Accessed January 03, 2021).

UNESCO. (1994). Salamanca Statement and Framework for Action on Special Needs Education. Available at: https://unesdoc.unesco.org/ark/48223/pf0000098427 (Accessed January 03, 2021).

Arcidiacono, F., and Baucal, A. (2020). Towards teacher professionalization for inclusive education: reflections from the perspective of the socio-cultural approach. Eesti Haridusteaduste Ajakiri. Estonian J. Edu. 8, 26–47. doi: 10.12697/eha.2020.8.1.02b

Nelis, P., and Pedaste, M. (2020). Kaasava hariduse mudel alushariduse kontekstis: süstemaatiline kirjandusülevaade [A model of inclusive education in the context of Estonian preschool education: A systematic literature review]. Eesti Haridusteaduste Ajakiri. Estonian J. Educ. 8, 138–163. doi: 10.12697/eha.2020.8.2.06

Haug, P. (2017). Understanding inclusive education: ideals and reality. Scand. J. Disabil. Res. 19, 206–217. doi: 10.1080/15017419.2016.1224778

Van Mieghem, A., Verschueren, K., Petry, K., and Struyf, E. (2018). An analysis of research on inclusive education: a systematic search and meta review. Int. J. Incl. Educ. 24, 675–689. doi: 10.1080/13603116.2018.1482012

Kivirand, T., Leijen, Ä., Lepp, L., and Malva, L. (2020). Kaasava hariduse tähendus ja tõhusa rakendamise tegurid Eesti kontekstis: õpetajaid koolitavate või nõustavate spetsialistide vaade [The meaning of inclusive education and factors for effective implementation in the Estonian context: A view of specialists who train or advise teachers]. Eesti Haridusteaduste Ajakiri. Estonian J. Educ. 8, 48–71. doi: 10.12697/eha.2020.8.1.03

Ainscow, M., and César, M. (2006). Inclusive education ten years after Salamanca: setting the agenda. Eur. J. Psychol. Educ. 21, 231–238. doi: 10.1007/BF03173412

Hornby, G. (2015). Inclusive special education: evidence-based practices for children with special needs and disabilities. British J. Special Educ. 42, 232–252. doi: 10.1111/1467-8578.12101

Magnússon, G. (2019). An amalgam of ideals – images of inclusion in the Salamanca statement. Int. J. Incl. Educ. 23, 677–690. doi: 10.1080/13603116.2019.1622805

Florian, L., and Becirevic, M. (2011). Challenges for teachers’ professional learning for inclusive education in central and Eastern Europe and the commonwealth of independent states. Prospects 41, 371–384. doi: 10.1007/ s11125-011-9208-4

Stepaniuk, I. (2019). Inclusive education in eastern European countries: a current state and future directions. Int. J. Incl. Educ. 23, 328–352. doi: 10.1080/13603116.2018.1430180

Ehala, M. (2020). Tulevik on erikoolide päralt. [Future is for special schools]. Postimees. Available at: https://leht.postimees.ee/6901395/tulevik-on-erikoolide-paralt (Accessed January 03, 2021)

Atajonova, S., & Abdullayev, B. (2024, November). Increasing information and communicative competencies among teachers of technical universities. In AIP Conference Proceedings (Vol. 3244, No. 1). AIP Publishing. https://doi.org/10.1063/5.0241833

Atajonova, S., & Zulfikharov, I. (2024, November). Improving the methodology of effective organization of mathematics courses in technical universities. In AIP Conference Proceedings (Vol. 3244, No. 1). AIP Publishing. https://doi.org/10.1063/5.0241836

Kasimakhunova, A., & Atajonova, S. (2024, March). Increasing the creativity of the teacher in teaching students in the field of semiconductor technology. In AIP Conference Proceedings (Vol. 3045, No. 1). AIP Publishing.

Atajonova Saidakhon Boratalievna, . (2025). Models and Mechanisms for Implementing an Inclusive Approach in Engineering Education Based on Artificial Intelligence. International Journal of Pedagogics, 5(05), 110–114. https://doi.org/10.37547/ijp/Volume05Issue05-27