Incorporating inclusive learning into the education curriculum of Uzbekistan Husnora Pulatova G’ayratjon qizi Abstract: The article is aimed at the strategies of applying inclusive learning to the education curriculum of Uzbekistan and releases how it is essential to discover the invisible potential of students with disabilities and impairments by stating the efficient steps and techniques to make a solid understanding of what it means, what the research shows, and proven strategies that bring out the benefits for everyone . Keywords: inclusive education, SWD, disabled learners, cooperative learning, instructional formats, multi-sensory approaches, independent collaboration, LRE. What is inclusive education? What does it mean? Inclusive education is when all students, regardless of any diversities in their health capabilities, have the right to equally age-appropriate general education classes that are in their own neighborhood schools to receive high-quality academic excellence without isolation and be provided with proper interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012). As we know, the President of Uzbekistan, Mirziyoyev Shavkat Miromonovich proposed to name the 2023 year "The Year of Caring for People and Quality Education," while pointing out that "improving the quality of education is the only right way to develop our country comprehensively, which means every student has to be provided with effective education despite any challenges they may have. Take the case, the administration of schools and teachers should mainly look into the disabled students’ strengths rather than weaknesses as the students with disabilities are as basically knowledgeable as students without disabilities. For example, when I was teaching at an ordinary school, I had two pupils with debilities and they were really obsessed with learning and tried to express their thoughts by shouting and writing. Unfortunately, children with disabilities have been deemed to be indifferent to education and unable to perform as perfectly as others. This misconception led to exclusion of children with disabilities from education which left them out of focus not only in education but also in almost all areas of social life. They have been isolated by communities up to now. Therefore, this sphere always demanded special, harder, and affectionate consideration throughout all stages of history as disabilities vary in terms of mental and physical aspects, and both require deep consideration and a professional approach in every corner of the world. Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional. The research on the benefits of inclusive education There are numerous benefits to inclusive education for both special and ordinary learners. According to research, the presence of SWD provides non-SWD with new types of learning opportunities. One example is when they act as peer coaches. Their own performance improves as they learn how to assist another student. Another benefit is that as teachers take their diverse SWD learners into account, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular ed students as well. Furthermore, helping and monitoring the restricted learners during the interactive session of lessons shapes the responsibility and well-being values of the students without disabilities. Simply put, both students with and without disabilities benefit from inclusive learning. Besides , working collaboratively with their peers shapes the responsibility and well-being values of the students without disabilities by helping and monitoring the restricted learners during the interactive session of lessons. Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012). For students with disabilities (SWD), this includes academic gains in literacy (reading and writing), math, and social studies — both in grades and on standardized tests — better communication skills, and improved social skills, and more friendships. More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude — they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning. That’s why applying inclusive education to the school curriculum of Uzbekistan can be productive for those impaired students who always absolutely intend to study in general classes and feel the real atmosphere of learning without isolation. The efficient strategies of bringing inclusive ways of teaching There are a vast majority of instructional formats such as beginning with wholegroup instruction and progressing to more flexible groupings such as small groups, stations/centers, and paired learning, and using technology such as interactive whiteboards is associated with high student engagement across the board. Flexible groupings are often teacher-led for younger students, but for older students, they can be student-led with teacher oversight. Peer-supported learning, which can take the form of pair work, cooperative grouping, peer tutoring, and student-led demonstrations, can be very effective and engaging. Applying universal design for learning is the fundamental approach to teaching inclusively. Actually, these are methods that are varied and that support many learners’ needs. They include multiple ways of representing content to students and for students to represent learning back, such as modeling, images, objectives and manipulatives, graphic organizers, oral and written responses, and technology. These can also be adapted as modifications for SWDs where they have large print, use headphones, are allowed to have a peer write their dictated response, draw a picture instead, use calculators, or just have extra time. Furthermore, the cooperative learning model is defined as groups of learners collaborating to solve a problem, complete a task, or achieve a common goal (Artz and Newman, 1990). This model's concept is to engage all students in teamwork for task implementation through interdependent and cooperative collaboration. According to research, the effects of cooperative learning have proven to be an effective tool for increasing the academic achievements of both students with and without disabilities. Studies comparing cooperative and individualized instruction concluded that cooperative learning produces higher academic achievement for all students in a classroom (Stevens and Slavin, 1995). Furthermore, cooperative learning fosters a sense of belonging in all students (Johnson et al., 1984). In a nutshell, this approach has a very promising future. The evidence is overwhelming that inclusive education and classrooms cannot just meet the LRE needs of students with disabilities, but also benefit regular education students. Both parents and teachers become more positive as a result of exposure. Regular education teachers can easily and successfully implement inclusive education with the help of training and support. We ought to consider the invisible side of disabled students rather than measuring their knowledge with their visible capabilities. Their impairment shouldn’t be the center of attention but the object of affection, though. That inclusive implementation would be one part of quality education by opening the way to the students straight forwarding in order to be active citizens of Uzbekistan who contribute to the development of our country and also get a reasonable place in the global community through the holistic learning and highqualified teaching. References https://resilienteducator.com/classroom-resources/inclusive-education/ British council teachercommunity.teachingenglish.org.uk Barton, L. (2003) Inclusive Education and Teachers Education: A Basis for hope or a discourse for delusion (A professorial Lecture). University of London. Barton L. and Armstrong, F (2007) Policy, experience and change: Cross-cultural reflections on inclusive education, Dordrecht: Springer. Broomé R.E. 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