FOREIGN EXPERIENCE IN SHAPING THE POLITICAL CONSCIOUSNESS AND CULTURAL DEVELOPMENT OF PERSONS WITH DISABILITIES: A SOCIO-POLITICAL ANALYSIS

Abstract

This article analyzes inclusive education practices in foreign countries (the USA, the United Kingdom, Canada, Finland, and Japan) and examines their role in shaping the political consciousness and cultural development of persons with disabilities. The study’s findings indicate that inclusive education, through individualized support, assistive technologies, and universal design principles, integrates children with disabilities alongside their peers, develops their social skills, and prepares them for active participation in public and cultural life in the future.