CC BY
26INCLUSIVE EDUCATION IN KINDERGARTENS
Allaberganova N.P.
Allaberganova Nargiza Polvonnazirovna — Educator, SPECIALIZED PRESCHOOL EDUCATIONAL INSTITUTION № 10, KHIVA, KHOREZMREGION, REPUBLIC OF UZBEKISTAN
Abstract: in Uzbekistan the more attention is being given towards the education of Youth, especially to the children in the kindergartens. An inclusive education for all students of all ability levels, from kindergarten through high school, is one that provides each student with the opportunities to receive effective education services, with the needed supplemental services and supports, in age appropriate classes in their neighborhood schools, in order to prepare students for productive lives as full members of society. This article analyses problems associated with these issues. Keywords: pre-school tutor, development stages, principles of competitiveness.
An inclusive education for young children of all ability levels, is one that supports their participation in a continuum of early childhood settings, community-and school-based, with appropriate modifications and accommodations, in order to achieve school readiness and positive outcomes throughout their educational experience. Natural environments and least restrictive environments ensure that young children with disabilities receive services in typical community-based early childhood settings and programs whenever possible, and only go to more restrictive or specialized settings when individual needs require it. Inclusive experiences for children with disabilities, and their families, foster:
-a sense of belonging and membership,
-positive social relationships and friendships,
-development and learning to reach their full potential.
The defining features of inclusion- access, participation, supports- are central to our goal to provide all young children with an inclusive early childhood education.
1. Access: providing a wide range of activities and environments for every preschool child by removing physical barriers and offering multiple ways to promote learning and development through universal design and universal design for learning.
2. Participation: using a range of instructional approaches to promote engagement in play and learning activities, and a sense of belonging for every child.
3. Supports: ensuring an infrastructure of system level supports to assure high quality inclusion e.g., professional development, integrating specialized services with general early care and education, and opportunities for communication and collaboration among families and professionals.
Inclusion means to accept people and include them no matter how different they are. It means to be sensitive to their needs and difficulties. It means to be patient and sometimes wait a little longer for someone who is slower than you. It means to choose a game or activity in which everyone can play and participate. It means to make everyone feel loved and accepted just the way they are. Inclusion is difficult, even for adults. Here are some creative ideas you can use to introduce the concept of inclusion in preschool. Some are things you can do if you have a child with a disability in the classroom. Others are things you can do with your preschool class even if none of them have any disabilities.
Roleplay and Pretend Play. Play is an important tool in preschool learning. Children at this stage start developing pretend play. You can also make dolls and toys with injuries or disabilities. During pretend play, you could suggest scenarios and scenes they can act out that include a person with a disability. You can pretend to be a child on a wheelchair and help them understand more about
inclusion. You can also help the children understand what it is not to be able to walk or see, by giving them a wheelchair and asking them to join in a tag game with the other children, and so on.
Stories. Stories are a great way to open the eyes of a child to a world that they have not experienced. Pick up stories of children with disabilities to read with the class. Show pictures, ask questions and use this as an opportunity to share more about disability and how we need to include and accept people with disabilities. If you have a child with a disability in your classroom, and there are issues of exclusion, teasing or bullying among the children, you can make up short stories and scenarios to facilitate discussion and conversation among the children.
Elaborate on Strengths. Help your children understand that each person has strengths and weaknesses. Make it a habit to emphasize on each child's strengths. Even within a regular classroom there are children with varying levels of ability. If you have a child with a disability in your class, help the class know and understand his abilities too.
Field Visits. Field visits are another great way to help children understand more about disability and inclusion. Some suggestions are taking the class to the child's physiotherapist, or home, taking the children to a rehabilitation center, taking them to visit a person with a disability who is working at his workplace.
Inclusion in Communication. Some children with disabilities may use special techniques for communication. They may use sign language, or some gestures, or a picture board. Usually, helping the teacher to understand the child's communication is focused on. However, this is not enough. It is equally important that other children learn to understand and communicate with the special needs child in their classroom. Learning sign language can be made a fun activity for the whole classroom.
Inclusion is an attitude that can be taught right at preschool. Children who learn inclusion early in life grow up to be adults who accept and integrate people with disabilities. Keep this in mind. Teaching inclusion in preschool is not just something that will benefit the child with special needs, it's something that is going to benefit and change your entire class, and even you.
References
1. "What is Inclusive Design". Inclusive Design Research Centre. OCAD University. Retrieved 13
November 2015.
2. Wilkinson Richard; Pickett Kate (2010). The Spirit Level- Why Equity is Better for Everyone
(2010 ed.). England: Penguin Books. p. 113. ISBN 978-0-241-95429-4.
USE OF INFORMATION COMPUTER TECHNOLOGIES IN RUSSIAN LANGUAGE AND LITERATURE CLASSES Kuldasheva F.I.
Kuldasheva Fazila Israilovna — Teacher of Russian language and Literature, THE STATE SECONDARY SCHOOL № 10, NAVOI, REPUBLIC OF UZBEKISTAN
Abstract: the article reveals the relevance of the use of information computer technologies at the lessons of the Russian language and literature. The directions of using ICT are described separately in Russian and literature classes. Disclosed the advantages of using ICT to control students' knowledge.
Keywords: information and computer technologies, presentation, Russian language and literature, pedagogical technologies.
The main goal of school education today is the development of a student's ability to independently search for solutions, to work together in a new situation. Innovative training is aimed at this, where the main goals of which are the development of intellectual and creative abilities of students, the development of various types of thinking, the development of long-term motivation to learn, the inclusion of students in creative activities, the creation of an environment of cooperation between the student and teacher.
The use of information computer technologies (ICT) in the classroom greatly improves not only the effectiveness of the training, but also helps to create a more productive atmosphere in the classroom and interest the students in the material being studied. If the lessons of Russian language and literature become for each child a source of creative power, a time for self-expression and
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