Introduction Of Inclusive Education Research Articles

Evaluating Inclusive Education Services In Islamic Education Institutions

The aim of the study is to gather accurate information pertaining to the real-world conditions regarding the implementation of inclusive education and to unearth fundamental problems in providing inclusive education services in madrasas. The study employs a combination of quantitative and qualitative approaches and evaluates a sample of 50 madrasas, along with an additional 8 institutions selected for in-depth analysis. The evaluation findings indicate that, concerning context, the introduction of inclusive education in most madrasas satisfies the prerequisites for executing inclusive education, including conformity with government policy, community demand and the schools' capabilities. Nonetheless, there are various issues regarding input, comprising deficient facilities and infrastructure, inadequate funding, scarcity of specialised support teachers and inadequate curriculum development, among others. Regarding implementation, 59.57% of participants reported that madrasas have been able to carry out the process of incorporating inclusive education, albeit suboptimally. As for outcomes, academic performance among children with disabilities is already noteworthy.

Important Issues of Implementation and Development of Inclusive Education

In this article, the concept of inclusive education, its essence, issues of development of inclusive education, legal basis, problems of education of children with special needs, their solutions, available opportunities, views of our great thinkers on this matter, inclusive education issues such as the principles of development, the proper way to work with parents in educational institutions in the introduction of inclusive education are described

Issues of a foreign language teacher readiness to work with children with special educational needs in the conditions of formal and non-formal education

In this article, the authors consider the readiness of a future foreign language teacher to work with children with special educational needs in formal and non-formal education system, particularly, under what organizational and pedagogical conditions the activity of a future teacher will be effective. The article reveals the concepts of “formal” and “non-formal” education. With the introduction of inclusive education in the general education system of Kazakhstan the issue of foreign language teachers preparing to work with children with special educational needs came to the fore. The study of foreign languages in the country's schools begins in primary grades where the formation of a worldview, formation of language competencies starts, a foreign language teacher has to be able to realize the tasks in order to achieve the main goal in the classroom where children with special educational needs are the part of the educational process. In the system of formal and non-formal education it is necessary to create special conditions that help to implement the policy of inclusive education in our republic. There can arise various difficulties related to working with children with special educational needs in the pedagogical process, thus, in order to ensure the formation of the readiness of a foreign language teacher to work with children with special needs in formal and non-formal education system, the teacher is to overcome personal and professional difficulties in general educational organizations and providing educational organizations with favorable conditions for working with children with special educational needs

Цифровые дидактические игры как средство дистанционной поддержки школьников

In the context of dynamic digitalization of the educational space, the introduction of inclusive education, the task of remote support for educational activities of both gifted students and schoolchildren with disabilities is of high relevance, since it helps to meet special educational needs and resolve difficulties in educational activities. The article presents an overview of some didactic games available for teachers and students on the platforms and services of the Internet and the relevant methodology, as well as a descriptive algorithm for self-development of such games for teachers. The goals, features and advantages of digital didactic games for the elimination of typical subject-­related and psychological difficulties in the educational activities among students of different ages are shown. The work expands the search base of research in the field of teacher education by analyzing the technology of using digital didactic games in the educational process of general and inclusive secondary education. Methodology and research methods. The study relies on general research methods of systematization and generalization, structural and functional analysis of the targeted use of digital didactic games to prevent and eliminate the difficulties experienced by schoolchildren in educational activities. The methodological basis of the research is a system-­activity approach, taking into account the age characteristics of students, as well as the development trends of the modern digital educational environment. Results and scientific novelty. The analysis determined the goals, functional purposes of digital didactic games used in the process of remote support for elementary school students, as well as for the secondary and high school. The author proposed an algorithm and recommendations for the game development and use of some existing templates for creating digital didactic games available to teachers on digital platforms and services on the Internet and suitable for remote elimination of educational difficulties at schoolchildren. Practical significance. The results obtained can be used by teachers of general secondary and inclusive education to implement remote support for schoolchildren at different levels of education.

IMPLEMENTATION OF THE RIGHT OF ACCESS TO HIGHER EDUCATION: BARRIER-FREE AND INCLUSIVE EDUCATION POLICY IN INTERNATIONAL DOCUMENTS AND ACTS OF NATIONAL LEGISLATION

The study deals with one of the most pressing problems of the educational policy of Ukraine – the introduction of Inclusive education – an education system that assimilates the needs of a diverse range of applicants and is aimed at meeting their needs. This subject is extremely relevant, since it is poorly researched within the framework of Ukrainian legal science, and the provisions of the legislation on certain issues require more active practical implementation. In this regard, the educational system of the state should be reformed primarily based on an approved national barrier-free strategy. In the context of the outlined area of educational policy development, the purpose of this study is to analyse the national regulatory framework in the field of barrier-free and inclusive education for compliance with international and European standards, reconsider the already implemented policy and practice of ensuring the educational process for people with special educational needs. The methodological basis of the study was the dialectical method of scientific knowledge, general scientific (formal-logical, analysis, and synthesis), and special-legal (formal-legal) methods. The study analyses international, European, and Ukrainian legislation regulating the introduction of a barrier-free educational environment and inclusive education. According to the results of the study, it is established that barrier-free and inclusivity are values that should become the foundation of modern educational policy. It is discovered that Ukraine is already taking certain organisational and legal steps defined by ratified international and European acts to create a barrier-free educational environment and increase the level of inclusivity in Ukrainian society, but this is not enough. It is proved that the priority task remains to adapt the legislation and practice of Ukraine to the requirements of international and European standards. The study attempts to provide a theoretical justification for the implementation of the barrier-free policy and the concept of inclusive education in the field of higher education in Ukraine. The study offers areas for implementing a national strategy and practice that can prepare the basis for the successful implementation of inclusive education in Ukraine.

Inclusive education today: challenges and perspectives

Introduction. Today, the problems of inclusive education are particularly acute. This applies not only to Russia, but also to the world as a whole. In the historical context, the realization of its necessity has become a long process. This is primarily due to the fact that the introduction of inclusive education entails the formation of a new culture of society and the transformation of established principles. Purpose setting. The article presents the process of formation of the inclusive education system in Russia and its current state. The features of this process are considered on the basis of the analysis of the problem of inclusion of autistic children in the educational process, the features of their behavior affecting the process of social adaptation. The problem of combining ordinary children and children with problematic social behavior is highlighted. The prospects and the role of additional education in this process and the development of the abilities of children with disabilities in general, as well as social factors affecting its effectiveness are considered. Methodology of the study. As a result of the analysis of factors influencing the process of education and socialization of autistic children, complex research methods are proposed, including the use of various pedagogical and educational means. Results. As a solution to the problem, the creation of additional education centers combining various fields of activity is proposed. The basis of such centers should be competent managers capable of thorough scientific understanding of the management process and making non-standard bold decisions. Conclusion. The decisive factor in the success of the educational and educatve process when working with autistic people is the training of managers who are able to make non-standard decisions taking into account the individual situation, the psychological readiness of the team for social transformations.

For the Issue of Normative Acts Regulating Inclusive education

The article discusses the legal frameworks of different countries, which is important for a better understanding of inclusive education.It should be noted that the fourth goal of sustainable development is to provide the quality education. Everyone should receive equal education, eliminate inequality in the educational system, increase the number of qualified teachers - unicef.org.ge. This implies that all people should be educated regardless of their peculiarities, except in the case of mental retardation. Consequently, in addition to the two main missions - Education and Science- the university has a third mission. It is a quality life-long education and community development through a variety of projects. Therefore, the introduction of inclusive education at the highest level is a direct demand and need. This is regulated by the existing legislative and normative acts in this field.It is noteworthy that in the context of globalization, legislative norms are formed taking into account all the principles and norms offered by the international community. Protecting the rights of people with disabilities is an important issue, but it must also be done by providing additional guarantees of their equality and discrimination. One of the main point is that no person shall be denied a right to an education.The article discusses mainly the cases of Sweden and Georgia. We studied laws and regulations in these countries. All these documents highlight that all people have the right to education and every state must respect this right. The legislation is arranged differently in every country and in many countries it is in the process of refinement. However, it should be noted that a lot is being done in Georgia, but there is still a lot to be done.

Application of the Integration Model in the System of Inclusive Education

The introduction of inclusive education is an important factor in the development of society. The teacher plays special role in this context, the motivational readiness of teachers to work in an inclusive environment is important. The analysis of educational programmes showed that graduates of pedagogical majors are subject to equally high requirements for their psychological readiness to work with children with special educational needs. However, the educational components aimed at the formation of psychological readiness for the studied quality are not fully represented. Therefore, the aim of the study was to experimentally compare the motivational and value aspects of the psychological readiness of future teachers majoring in Special Education and Educational, Pedagogical Sciences to work in an inclusive educational environment. The research involved the method of T.I. Ilyina “Study of Educational Motivation in High School”, the Inclusive Education Questionnaire, V.V. Boyko’s Communicative Tolerance Test were used. Statistical analysis of the data was performed using the Mann-Whitney U-test, Fisher’s φ-test. As a result it was determined that students majoring in Special Education have a higher level of psychological readiness to work in an inclusive educational environment than students majoring in Educational, Pedagogical Sciences. To sum up, it is necessary to strengthen educational programmes for teacher training with the components of inclusive education, as well as to include inclusive-oriented topics in the general professional subjects. We consider the study of cognitive and activity aspects of psychological readiness of future teachers to work in the inclusive education as a prospect for further research.

Retracted: Practical implementation of inclusive preschool education in Ukraine

AbstractThe right of children with special needs to education is realised through the introduction of inclusive education. Such practice is common in many countries around the world. An inclusive setting in early childhood education protects children from segregation and negative attitudes from others. In Ukraine, in connection with European integration, preschool inclusive education is actively developing. Accordingly, studying of inclusive education and the practice of preschool educational institutions for children with special educational needs in the country is relevant, and determining the specifics of this process became the purpose of this study. Analysis of the legal framework, method of comparative analysis, synthesis and analysis of quantitative indicators, questionnaires, systematisation and generalisation of statistical data were used during the research. A comparison of inclusive preschool education implementation experience in the European Union (EU) and Ukraine was conducted and the main trends in the development and implementation of inclusive education in Ukraine were identified. It was found that membership in the EU has a positive effect on both pre‐primary education in the member states and the practice of inclusive education. This study can be useful for educators and policy makers in Ukraine for developing ways to improve the situation with inclusive education both in preschool educational institutions and in schools, as well as for educators and policy makers from other countries, especially the Commonwealth of Independent States (CIS) countries, where similar processes are taking place in their educational systems.

Inkluzivno obrazovanje u Republici Srbiji iz ugla nastavnika razredne i predmetne nastave - kompetencije, prednosti, barijere i preduslovi

The introduction of inclusive education in the Republic of Serbia has contributed to the development of the principles of humaneness and democracy and the exercise of the right to quality education in regular schools. Given that providing knowledge about the implementation of inclusive education is essential for the advancement of inclusive practice, the aim of our study was to examine teachers' beliefs about the competencies for inclusive education and about the benefits, barriers and preconditions for the advancement of inclusive education in primary schools. The study was conducted with a sample of 216 primary school teachers - teachers of grades 1-4 and subject teachers (grades 5-8) - and an instrument was designed for this purpose. The general findings point to the existence of negative attitudes among teachers towards the introduction of inclusive education in primary schools. There are differences between the beliefs of teachers of grades 1-4 and subject teachers regarding the competencies for inclusive education (a personalized approach to teaching (t(214)=0,886, p<,01) and understanding and respecting differences (t(214)=-1,902, p<,01)). At the same time, teachers who have attended multiple inclusive education programs have greater awareness of the importance of a personalized approach to teaching for inclusive education (F(2)=4,754, p<.05). Insufficient competence and motivation on the part of teachers for working with children who need additional support, as well as difficulties in organizing instruction, are some of the barriers that make teacher's work more difficult in practice. As regards preconditions, the findings suggest that teaching assistants, a smaller number of students per class, and teachers' professional development are crucial for the advancement of inclusive practice. The findings suggest that inclusive education has not yet been sufficiently accepted or adequately implemented in practice. In accordance with these findings, we offer recommendations for improving the preservice education and implicit pedagogy of primary school teachers and for increasing their capacities for the advancement of inclusive practice.

ГОТОВНОСТЬ ПЕДАГОГОВ СЕЛЬСКИХ ШКОЛ К РЕАЛИЗАЦИИ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ: ОПЫТ КЫРГЫЗСТАНА

The introduction of inclusive education in the post-Soviet countries takes place unevenly within the framework of the historical approach to the development of special education for children with disabilities. A long way has been done in the Kyrgyz Republic over the past 20 years, but the formation of an inclusive education system is at the very beginning. This is due to many objective reasons; however, one of the most important is the training of qualified personnel, psychological, pedagogical, methodological and moral readiness of educational specialists to work with children with developmental disabilities. This article is devoted to the study of the readiness of teachers of rural secondary schools for inclusive education. The main focus of the study was on identifying the level of personal and motivational readiness, which includes the level of effective empathy, social and pedagogical tolerance, the level of readiness to interact and accept the educational characteristics of children with disabilities and developmental disabilities, especially with mental disabilities. And it was especially important to identify how ready teachers working in rural remote schools are. In the course of the study, such methods as questionnaires and surveys of primary school teachers were used, as well as the focus group method was used. The results of the study showed a difference in the preparation of teachers for the implementation of inclusive education in cities and villages of the Kyrgyz Republic.Recommendations are given on the need to improve (strengthen) the content of professional development programs for teachers living at a distance from special education centers with practice-oriented modules for preparing for inclusive education and interacting with children with developmental disabilities, including disabilities and/or mental disorders.

Readiness of teachers to work in conditions of psychological and pedagogical support of children with special educational needs

Modern theoretical directions in the field of special (correctional) pedagogy allowed us to study the content and technologies of teachers' readiness for correctional and pedagogical activity in the educational process. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Today, the necessary reforms in the field of inclusive education in Kazakhstan have a humanistic orientation. Special attention is paid to the education of these children. Monitoring of education reforms in Kazakhstan has revealed persistent negative trends in the physical and mental health of children of all ages. The priority in teaching children with special educational needs is the introduction of inclusive education into the school system, which is part of general secondary education and includes its accessibility. The main issue in the complex of studies related to vocational education is the readiness of teaching staff to work with children in inclusive education. Purpose: to use the experience of special and integrated education as a technological experience of psychological and pedagogical support of participants in the inclusive educational process. Methods: we used technological maps (created by a teacher for a student), methods of cooperation and methods of joint group learning, methods of mutual learning, method of psychological comfort, methods of teaching social skills, adaptive technologies, accessible digital media, additional communication technologies, technologies for special training and development techniques and methods of "barrier-free environment" ramps, single-storey schools, the introduction of sign language translators, etc. The results, their significance: Our research has shown at the moment that there is also a positive attitude towards access to education for children with special educational needs who have difficulties with motor skills, as well as hearing, speech or vision. The analysis showed that children with musculoskeletal disorders find quick contact with the environment (12,4 %), as well as children with intellectual disabilities - with mental retardation (12,9 %). Hearing and visual impairments are rare among respondents (9,1 %), more children with external impairments (40.5). Thus, 70% of respondents learned about the problem of disability of their children. Only a third of the students at the school had experience and access to communication with a disabled child, who, in our opinion, is not familiar with institutional constraints, especially in the education system.

ORGANIZATION OF THE EDUCATIONAL PROCESS IN SPECIAL SCHOOLS FOR CHILDREN WITH SPECIAL NEEDS (2011-2017)

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education of children with special needs. It was found that the new regulatory documents State Standard (2011), the Resolution of the Cabinet of Ministers of Ukraine "On Approval of the Procedure for the Organization of Inclusive Education in General Education Institutions" (2011) and others have played a large role in the development of not only the educational process of children with special needs but also their rapid adaptation to society. It was determined that children with special needs, having their own characteristics, studied in special and inclusive classes. The urgency of the problem in this direction was substantiated and it was proved that their education and upbringing was carried out in specially created conditions, it was found out what services were provided to children with special needs by general educational institutions in classes with inclusive education, and it was also established how the educational process of children with special needs.
 It was determined what needs belonged to the peculiarities of the educational process of such children, namely: correctional development classes that, taking into account the conclusion of the psychological, medical and pedagogical consultation and standard curricula of special general educational institutions for children in need of physical and / or mental correction development. It was found that educational services were provided in educational institutions in classes with inclusive education using personality-oriented teaching methods and taking into account the individual characteristics of the educational and cognitive activities of children with special needs. It is proved that the educational process in classes with inclusive education was carried out in accordance with the working curriculum of a general educational institution, drawn up on the basis of standard curricula of general educational institutions, taking into account the individual characteristics of the educational and cognitive activity of children with special educational needs. It has been established that inclusive education contributes to the rapid adaptation of such children to society. It has been proven that the introduction of inclusive education is still one of the pressing problems of the development of children with special needs.

Psychological and pedagogical support of personality: a view in the context of the integrated approach


 
 
 The article considers the issue of psychological and pedagogical support applying practical, competent, complex, integrated approaches. The essence of meaningful conceptual definition of «psychological and pedagogical child support» has been outlined based on analysis: reforming education focusing on the practical approach to the organization of the educational process; the devotion to the educational result – the acquisition of life competence – through the prism of the competent approach; the quality maintenance to the educational activities in modern «New Ukrainian School», the introduction of inclusive education, the continuation of military conflict and others, which influence educational institutions by means of integrated approach; updating the content of education according the integration of educational sectors and personal experience within the integrated approach. The submitted problems on the child personality development in the modern educational environment and the psychological and pedagogical support require a single, holistic view of their solving for the development of the integral competence, which means forming such a qualification level that expresses the main competence characteristics, contributes to a harmonious full life in society and successful self-realization. Theoretical substantiation of the integral approach to psychological and pedagogical support of the child's personality in the educational environment has been carried out under the conditions of educational reformation. The peculiarities of the psychological and pedagogical supervision have been represented considering the integral approach, which includes both the unity and the integrity in relation with interaction, approaches and performing technologies.
 
 

Inclusive Education as a Condition for Innovative Activities at Higher Education Institutions

This study discusses the activities of higher education institutions in the context of inclusive education as an innovative approach. The introduction of inclusive education in the modern higher education system is highly important. The existing specialised education system is undergoing changes resulting in new requirements for work with people with special educational needs in various areas. The purpose of this study is to consider the mechanism of implementation of inclusive education in the activities of higher education institutions, which ensures accessibility and requires high-quality education, in particular, taking into account the educational needs of every individual. The problems of the educational process faced by the students are analysed in detail. This study justifies the necessity of introducing inclusive education in modern educational systems, describes positive experiences of some higher education establishments, provides a step-by-step analysis of the introduction of inclusive education in higher education institutions in Ukraine and defines promising areas for its implementation. This study's theoretical and methodological basis included the works of the world’s leading scientists and a regulatory framework for inclusive education. The article presents students’ attitudes to the implementation of inclusive education. To achieve these objectives, the analysis of the latest research on the implementation of the right to education of persons with special educational needs was carried out. The study results showed a positive attitude towards inclusive education and joint education of people with special educational needs. The study found that inclusive education requires more time and effort to organise the educational process. The introduction of inclusive education elements can increase the efficiency of this process. The effective use of the methods to implement inclusive education in higher education institutions contributes to achieving its goals and results. The introduction of inclusive education provides an effective operational analysis of training quality for students with special educational needs and educational process adjustments, which ultimately creates a management system.

Inclusive Education in Ukraine and Romania: is it a Reflexive Spirituality or a Sign of Humanity of a Democratic Society?

The article attempts to test the hypothesis of whether the transformation of European values into the social policies of the post-socialist states of Ukraine and Romania contributes to the strengthening of the reflective spirituality, humanity and democracy of their nations. There have been used the following methods: general scientific, historical, retrospective and comparative. The authors have analyzed the problem of inclusive education in Romania and Ukraine in two directions: as a sign of spirituality, religiosity of Ukrainians and Romanians; and as the expressed humanity of the democratic society of Ukraine and Romania. The analysis of the reflexive spirituality of Ukrainians and Romanians is carried out on the basis of philosophical understanding of spirituality and its connection with humanity, which are presented in theoretical researches of the end of the XIX - the beginning of the XXI century. The authors explained that inclusive education is a manifestation of society's humanity towards persons with disabilities, a means of reflexive and spiritual culture of Ukrainians and Romanians. The basic democratic values established in Ukraine and Romania are freedom, openness, tolerance. The space covered by inclusive education in both countries is determined by interdependent and interpenetrating processes of humanization and democratization. The humanistic approach is the basis for the functioning of a democratic society with its system of social ties, archaic values of spirituality, religion, and culture. The values and principles declared by inclusive education are recommended and follow from the content of international documents. The approval of a number of regulatory documents on the introduction of inclusive education indicates that the Ukrainian and Romanian social policies have reached the level of norms declared by international and European legal norms. It has been found out, that the transformation of European values in both countries takes place on the basis of the international human rights instruments. This circumstance has intensified the actualization of the development of inclusion and the manifestation of reflexive spirituality, humanity and democracy.

Influence of modelshipsport on children with special educational needs considering the features of competitive action

Out-of-school development of children and young people is an important component for harmonious development of necessary abilities and skills. Due to the variety of clubs, areas and sections that operate in out-of-school institutions, children have the right to choose classes for themselves based on their own preferences. Current trends in education are closely linked to the introduction of inclusive education and the creation of appropriate conditions for the education of children with special educational needs (SEN). In this aspect, worth highlighting out-of-school education, which is an integral part of the harmonious development of children. One of profiles are technical kinds of sports, which are represented by modeling clubs in out-of-school educational institutions and non-Olympic sports, that have their own national and international federations. The purpose of the research: to substantiate the impact of modelshipbuilding on children with SEN and to determine the features of competitive activities in modelshipsport. Objectives of the study: 1) Describe the system of competitions in modelshipsport among student youth; 2) Identify and characterize the features of modelshipbuilding and its significance for children with SEN. In the article we characterize the place of technical kinds of sports in the organizational structure of extracurricular activities; for the first time the system of indoors competitions among student youth (athletes under 18) in modelshipsport was analyzed and considered. Based on the analysis of documentation from the sites of the Federation of Modelshipbuilding and Modelshipsport of Ukraine and the World organisation NAVIGA, sections and classes of models, that exist in modelshipsport and among which competitions are held at the national and international levels are described. The peculiarities of the athlete's activity in modelshipsport are substantiated and the factors that determine the success of performance in general and during the competitions are determined. The orientation of classes and their positive impact for children, including children with special educational needs are substantiated.

ІНКЛЮЗІЯ ЯК ІННОВАЦІЙНИЙ ШЛЯХ РОЗВИТКУ ОСВІТИ

The article examines the signs of systemic innovation on the example of the introduction of inclusive practices in modern conditions of Russian education modernization. The purpose of this article is based on the study of scientific-theoretical sources and the analysis and synthesis of innovative practices to substantiate the traits of a systemic innovation in inclusive education. The methodology of the article are legal documents in the field of education, reference and textbooks, nonfiction materials, as well as the work of foreign and domestic scientists, the credibility and scientific reputation which are recognized by the scientific community, and the achieved in prominence high level research inclusive education. Economics and pedagogy are determined on the basis of consideration of the conceptual apparatus from the standpoint of philosophy, as well as the essential and specific characteristics of innovation. The study of the evolution of innovation and the diversity of their types and types make it possible to present the classification system of innovation influence, the strength and scale of impact on the entire education system. There were outlined the allocated spot (local), linear (horizontal plane); structure (spherical, spatial, architectural); the fundamental (base); radical (actually the system); multidimensional (versatile, global) and nadcisnienie some innovation. By deduction the thesis that the introduction of inclusive education in mainstream educational space requires a system of development tailored to the specific socio-cultural conditions and educational policy is substantiated. In the text highlights of the most important directions of innovative activity of educational institutions (the creation of an inclusive culture, develop inclusive policies and the implementation of inclusive practices) is given. In conclusion it is emphasized that solving problems in the field of inclusion makes a significant transformation in all elements of the education system and the determined image optimize, improve and stimulate the educational environment at the regional and sectoral level, as befits a true system innovation. The conclusion is justified that the introduction of inclusive education in mainstream educational practice as a fundamental, structural, radical, multi-dimensional innovation system has sufficient resources to improve the quality and increase the efficiency of education.

PECULIARITIES OF INTRODUCTION OF INCLUSIVE EDUCATION FOR PERSONS WITH CARDIOVASCULAR DISEASES

An important component of public policy in Ukraine is progressive changes in the strategy of education for children with special needs with a dominant focus - the introduction of inclusive education in secondary schools, where the educational environment is adapted to the individual learner: for students with special educational needs created groups with inclusive form of education - this is the integration of children with special educational needs in the general educational space.
 Among the diseases that afflict our contemporaries, the most dangerous are diseases of the cardiovascular system. That is why the disease of the cardiovascular system is reflected in the decrease in the functional activity of the whole organism - the creative abilities and efficiency of a person are reduced.
 Diseases of the cardiovascular system are caused by many factors: congenital defects; malnutrition; intoxication; inflammatory processes; metabolic disorders; sedentary lifestyle, etc. At diseases of cardiovascular system mechanisms of medical action of physical exercises are applied. Therapeutic exercise is indicated for all diseases of the cardiovascular system, and to maintain the results you need to perform exercise throughout life. Only movement, which is the most physiological means of influencing the body, can provide a high vitality, good mood, self-confidence and long life without disease.

Mechanisms of Developing Inclusive Education for Children with Disabilities in Uzbekistan

The article describes the reforms being carried out in Uzbekistan to bring up mentally retarded people with a broad outlook, especially in the education of children in need of social protection, a part of our society, the issues of education of children with disabilities provided by the Law "On Education" given.Also, some problems and suggestions on the problems of socio-psychological adaptation of children with disabilities in the process of education and ways to overcome them, the introduction of inclusive education for children with disabilities in Uzbekistan, its advantages, main stages, further improvement of inclusive education.