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Abstract
This article analyzes the stages of development of inclusive education in Uzbekistan, its current state, and future prospects. It examines the reforms implemented in the process of introducing inclusive education, as well as the regulatory and legal framework and priority directions of state policy in this area. The possibilities of improving the national education system based on foreign experience are also discussed. The article identifies existing problems and provides scientifically grounded solutions. Particular attention is paid to the prospects of inclusive education, including teacher training, adaptation of the educational environment, and the social integration of children with special needs.
References
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