From Special Education To Inclusive Education. Pedagogical Foundations For The Social Integration Of Children With Special Educational Needs

Abstract

The transition from special to inclusive education raises a pedagogical question: how can access to a common school become meaningful participation in learning and community life? This article examines that question through a targeted narrative review of research, international guidance and Uzbek education legislation. It distinguishes the integration of a child into an unchanged institution from inclusion through changes in teaching, support and relationships. The synthesis identifies five connected conditions: accessible learning environments, flexible teaching, coordinated specialist support, reciprocal peer participation, and partnership with children and families. A proposed framework links these conditions to observable indicators of participation and to a cycle of planning, implementation and review. Published evidence is treated cautiously: rights-based commitments establish educational responsibilities, while research on placement alone does not demonstrate uniform academic or social benefits. For Uzbekistan, the article connects existing provisions for inclusive education and individual support with practical questions for school improvement. The framework is a conceptual contribution requiring local empirical evaluation; no original participant data are reported