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Overcoming Barriers to Inclusive Education in New Uzbekistan: Challenges, Strategies, and Future Directions

Ibadullayeva Sharofat Nurullayevna(1), Boqiyeva Sevinch Elyorali(2), Axmadaliyeva Oʻgʻilcha Yusubjamol(3),


(1) Chirchik State Pedagogical University
(2) Chirchik State Pedagogical University
(3) Chirchik State Pedagogical University
Corresponding Author

Abstract


This article examines the multifaceted challenges in organizing inclusive education in New Uzbekistan and proposes evidence-based strategies to overcome them. The aim is to ensure equitable access to quality education for all children, including those with physical and intellectual disabilities. The study adopts a qualitative-descriptive approach by analyzing current policy frameworks, infrastructure readiness, teacher competencies, and societal perceptions. Findings reveal that significant barriers include insufficient infrastructure, lack of specialized teacher training, limited public awareness, weak legal enforcement, and inadequate individualized support services. These issues are deeply rooted in systemic gaps that hinder the full realization of inclusive education. The discussion emphasizes that inclusive education is not only a human rights imperative but also a key factor in fostering social equity, economic inclusion, and sustainable development. As a response, the article highlights the need for integrated efforts including infrastructural investment, policy reform, stakeholder engagement, and the development of support systems tailored to students' individual needs. The impact of addressing these barriers extends beyond the education system—it contributes to building a more just and inclusive society.

Keywords


Disability inclusion; Educational reform; Inclusive education; Policy implementation; Special needs support

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