THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF INCLUSIVE EDUCATION: PEDAGOGICAL APPROACHES, AND IMPLEMENTATION STRATEGIES

Abstract

This research paper provides a thorough scientific examination of the theoretical, methodological, and normative-legal foundations of inclusive education. Grounded in the sociocultural principles of Lev Vygotsky, the developmental learning model of Leonid Zankov, and modern pedagogical classification frameworks, the paper investigates the transition from traditional segregated special education to adaptive, rights-based inclusive learning environments. Special analytical emphasis is placed on recent systemic reforms in the Republic of Uzbekistan, including Presidential Decrees PF-4947, PF-5270, Resolution PQ-4860, and Cabinet of Ministers Resolution No. 638, which establish formal protocols for inclusive classes, base corrective groups, and inter-agency collaboration. The study synthesizes typological characteristics of learners with Special Educational Needs (SEN)—including visual, hearing, intellectual, speech, musculoskeletal, and autism spectrum disorders—and evaluates corrective-compensatory pedagogical methods, interactive learning strategies, and Information and Communication Technologies (ICT). Furthermore, a global comparative overview analyzes inclusive models across Western Europe, North America, East Asia, and CIS nations. The findings demonstrate that effective inclusion requires a paradigm shift from a medical deficit model to a social-humanistic framework, reinforced by teacher competency building within educational clusters, adapted instructional media, and accessible physical infrastructure.