PEDAGOGICAL CONDITIONS FOR FORMING AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN SCHOOLS OF THE ANDIJAN REGION OF THE REPUBLIC OF UZBEKISTAN

Abstract

 In the context of the development of inclusive education in the Republic of Uzbekistan, there is a growing need to establish pedagogical conditions that support the formation of an inclusive educational environment in general education schools.

The purpose of the study was to experimentally verify the effectiveness of pedagogical conditions for forming an inclusive educational environment in general education schools.

The study was conducted during the 2024–2025 academic year in three schools of the Andijan Region of the Republic of Uzbekistan and involved 100 respondents (33 teachers, 28 parents, and 39 students). Data collection methods included questionnaires, pedagogical observation, and comparative analysis of the results. The findings demonstrated positive changes across all participant groups: teachers’ readiness increased by 19%, parental support for inclusive education increased by 18%, and students’ positive attitudes toward inclusive learning increased by 15%. The average indicator of the formation of an inclusive educational environment increased from 61% to 78%. The findings may be used in the development of school-based inclusive education programs.