THE ESSENCE OF DEVELOPING STUDENTS' INCLUSIVE TRAINING IN THE PROCESS OF HIGHER PEDAGOGICAL EDUCATION BASED ON A COMPETENCY-BASED APPROACH

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 190 THE ESSENCE OF DEVELOPING STUDENTS’ INCLUSIVE TRAINING IN THE PROCESS OF HIGHER PEDAGOGICAL EDUCATION BASED ON A COMPETENCY-BASED APPROACH U. Khafizova Doctoral Candidate, Gulistan State University https://doi.org/10.5281/zenodo.17498517 Abstract. This article analyzes the importance and content of the competency-based approach in providing students with inclusive training in the process of pedagogical higher education. Inclusive education involves involving each student in the educational process in accordance with his individual characteristics. The article considers the essence of inclusive training, the foundations of the competency-based approach and methods of its implementation. As a result, through inclusive training, students acquire not only academic knowledge, but also social and emotional skills, which will contribute to their future success. Keywords: inclusive education, higher education, competency-based approach, students, individual approach, social skills, emotional intelligence, educational process, differentiated education, mentoring programs. INTRODUCTION. It is widely acknowledged that in accordance with the United Nations General Assembly resolution of October 14, 1992, December 3rd is celebrated annually worldwide as the International Day of Persons with Disabilities. The main goal of this observance is to protect the rights of persons with disabilities in all spheres of public life and to draw public attention to their problems. Our kind and tolerant people have always considered attention and care for people with disabilities in need of assistance one of the most important values, serving to strengthen peace, friendship, and harmony in society. To develop these noble traditions in accordance with modern requirements, in recent years, our country's public policy to support our citizens with disabilities and create all the necessary conditions for them has reached a new level. This is evidenced by the adoption of the Law "On the Protection of the Rights of Persons with Disabilities," our country's accession to the International Convention on the Rights of Persons with Disabilities, and the creation of a solid legal framework in this area. On this basis, the rights of persons with disabilities to utilize available opportunities in society, mobility, healthcare, education, employment, rehabilitation, and participation in political and public life are ensured. The competency-based approach is aimed at developing students' knowledge, practical skills, and personal qualities in the educational process. It is based on the following core principles: 1. Practice-oriented: Students must be able to apply their acquired knowledge in practice. 2. Personalization: Ensuring an individualized approach to each student. 3. Collaboration: Developing collaboration and dialogue between students in the educational process. ANALYSIS OF SPECIALIZED LITERATURE. Over the years of independence, a number of scientific and research works have been conducted on this issue. Philosophers and sociologists such as S. Shermukhammedov, N. Komilov, M. Imomnazarov, K. Nazarov, J. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 191 Tulenov, A. Begmatov, M. Bekmurodov, I. Karimov, A. Umarov, N. Juraev, T. Makhmudov, E. Yusupov, and others have comprehensively explored issues such as the spiritual foundations of human development, national ideas and ideology, national and universal values, national mentality, national honor, morality, independence, and spirituality. The educational ideas of educators I. Gaspirinsky, M. Behbudiy, S. Alizoda, A. Avloniy, I. Ibrat, A. Shakuriy, A. Fitrat, and others serve as the basis for improving the content of spiritual and educational activities carried out in the education system. It has been extensively documented that the scientific, theoretical, and methodological foundations of educational work have been explored by Russian academics. Specifically, the spiritual and moral culture of the individual and the pedagogical aspects of its development are explored in the research of O. Musurmonova; the importance of family and national values in the spiritual education of youth is explored in M. Inomova; the problem of nurturing the perfect human being in the works of Renaissance and Eastern scholars is explored in S. Nishonova; moral culture and its development in high school students is explored in U. Makhkamov; and teacher ethics is explored in M. Ochilova. In the field of pedagogy in our republic, various aspects of the activities of higher education institutions have been studied by R. Mavlonova, O. Hasanboeva, V. A. Slastenin, U. N. Nishonaliev, A. R. Khodzhaboev, N. V. Kuzmina, Yu. K. Vasiliev, N. Sh. Shodiev, Kh. I. Ibragimov, A. Choriev, M. Kh. Makhmudov, I. Valikhodzhaeva, P. Yusupova, O. Dzhamoliddinova, G. Kosimova, R. Safarova, A. Bekmurodov, M. Khaidarov, B. Kh. Urazov, Kh. Nazarova, and other scholars. However, innovative training of personnel for spiritual and educational activities in higher education remains understudied as a comprehensive scientific endeavor. RESEARCH METHODOLOGY. The goal of developing an inclusive education system is to ensure equal educational opportunities and create the necessary conditions for the successful learning of all children, regardless of their individual characteristics, previous educational achievements, language, culture, or the socioeconomic status of their parents. The priority areas for developing an inclusive education system are: a) training, retraining, and advanced training of teaching staff for the inclusive education system: - implementation of inclusive education programs in higher education institutions specializing in pedagogy; - improvement of teaching and methodological materials on inclusive education methodology; - development of modern theories of inclusive education, establishment of centers for training, retraining, and advanced training of teaching staff working in the inclusive education system, and creation of conditions for mastering the fundamentals of student-centered approaches to education; - creation of teaching and methodological packages and popular publications on inclusive education for teachers, students, parents, public organization specialists, and the general public; - gradual improvement of the quality of teaching staff in general education institutions where the inclusive education system is being implemented, in particular, the number of teachers with a master's degree; - when introducing inclusive education, focus primarily on the education of children with special educational needs in general education schools located in remote areas and with a small number of students; - develop an independent system for assessing the quality of inclusive education and organize the provision of additional pedagogical educational services to children with special educational needs; - develop a standard program for training management personnel in the field of public education, including advanced training courses that provide mechanisms for the implementation of inclusive education; - improve the efficiency and expand SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 192 the scope of activities of the system of advanced training and retraining of teaching staff working in general education institutions with inclusive education, by organizing distance learning; - Expand the admissions criteria for Special Education programs in higher education institutions specializing in pedagogy and implement a mechanism for setting admissions targets for applicants from remote areas with a high demand for teaching staff, based on the recommendations of the Ministry of Public Education; - Improve the mechanism for professional support and interaction with young teachers in general education institutions offering inclusive education, taking into account their career development; - Develop methodological recommendations for teachers on the use of innovative technologies in inclusive education for children with special educational needs and implement them in practice; - Improve the effectiveness of the educational process by amending the curricula of the A. Avloniy Institute for Retraining and Advanced Training of Management Personnel and Specialists in the Public Education System, including specialized curricula and advanced training courses in inclusive education; b) improving teaching methods in inclusive education, gradually introducing the principles of individualization into this process: - establishing measures aimed at ensuring the right of every child with special educational needs to receive inclusive education; - developing and implementing mechanisms aimed at preventing discrimination against children with special educational needs, cruel or degrading treatment towards them; - improving the system of early identification and support of children with special educational needs; - creating organizational and managerial mechanisms that ensure equal opportunities for children to receive quality education taking into account their needs and the implementation of state guarantees for ensuring comfort; - developing and approving a list of medical indications that are the basis for sending children with special educational needs to general secondary and vocational educational organizations in which the system of inclusive education has been implemented; - monitoring the status and trends in the development of inclusive education, taking into account the capabilities of the regions; - ensuring the right of every child to develop at his or her own pace; - creating conditions for children with special educational needs to receive an appropriate education in a mainstream school, taking into account the severity of their mental or physical developmental disabilities; - developing students' healthy, sustainable, and effective motivation for learning through inclusive education and developing their ability to choose a profession, independently plan their professional growth, and master modern professions; - creating modern textbooks, teaching aids, and multimedia applications based on inclusive education programs with the implementation of information and communication technologies; - improving the vocational training of children with special educational needs and organizing short-term courses in these areas; - monitoring the development of inclusive education and publicizing the results of the work carried out; v) spiritual and moral education of students through inclusive education, achieving the formation of a physically healthy and strong child: - popularizing the principles of healthy nutrition among students in inclusive educational institutions; - organizing sports sections for children with special educational needs; - conducting explanatory work among parents about the inclusive education system by self-governing bodies; - implementing programs aimed at preventing bullying among students in educational institutions where the inclusive education system is implemented, studying the best practices of developed countries; SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 193 g) improving the quality of educational services provided to children with special educational needs: - developing and approving requirements for the premises of educational institutions where children with special educational needs are educated; - implementing measures aimed at providing educational institutions where children with special educational needs are educated with the necessary literature, teaching aids, equipment and accessories intended for training in various professions; d) introducing modern information and communication technologies and innovative projects in the field of inclusive education: - uniting all educational institutions where the inclusive education system is implemented into a single information and communication network; - equipping educational institutions with specially equipped computers, interactive whiteboards, hearing aids and other equipment for students involved in inclusive education; - implementation of an information system for automating the inclusive education process based on public-private partnership, posting and regularly updating electronic versions of textbooks and teaching materials for children with special educational needs on the eduportal.uz portal; - conversion of existing textbooks and educational and methodological literature for children involved in inclusive education into electronic form; - systematic organization of the process of development and use of multimedia products for inclusive education; e) Strengthening the material and technical base of inclusive educational institutions and increasing the efficiency of their budget financing: - application of advanced technologies and engineering solutions in the construction, reconstruction, and major repairs of institutions implementing inclusive education, taking into account best international practices; - taking into account international experience, ANALYSIS AND RESULTS. Carrying out construction and repair work in general educational institutions within the framework of the state program "Modern School", taking into account the conditions of inclusive education; - equipping classrooms and laboratories of general educational institutions implementing inclusive education with modern furniture, equipment, teaching and methodological materials, computers and multimedia equipment, video surveillance systems; creating a competitive environment in the inclusive education system by developing an inclusive education network based on public-private partnerships; - expanding the practice of implementing inclusive education in non-governmental general educational institutions; j) Implementation of five initiatives, including a set of measures aimed at creating additional conditions for the education of children with special educational needs in an inclusive education environment: - increasing the number of participants in inclusive education in the clubs of children's schools "Barkamol Avlod"; - wide involvement of children with special educational needs in cultural and art institutions; - involvement of children with special educational needs in physical education and sports; - effective use of computer technology and the Internet among children with special educational needs; - improving the moral spirit of children with special educational needs, widely popularizing reading among them; - developing professional skills of female students with special educational needs; - informing about the achievements of children with special educational needs in the field of culture, art, sports and other areas, conducting informational and propaganda activities. In Uzbekistan, special attention is paid to the social protection and education of children with disabilities, and social protection issues on a legislative basis. As a result, they achieve equal success in society with their peers. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 10 OCTOBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 194 The competency-based approach to developing inclusive education in higher education institutions can be implemented through the following methods: 1. Differentiated instruction: selecting teaching methods according to the individual needs of students. 2. Organizing group work: developing social skills through organizing student collaboration. 3. Mentoring programs: providing guidance and support to students by experienced faculty. CONCLUSIONS AND SUGGESTIONS. There is substantial evidence to suggest that competency-based approach is of great importance in ensuring inclusive education for students in higher education. 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