11-tom, 1-son, b. 253–256, Nashr: 2026-11-08

ALOHIDA YORDAMGA MUHTOJ BOLALARNI IJTIMOIY HAYOTGA INTEGRATSIYA QILISHNING PEDAGOGIK ASOSLARI

ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ИНТЕГРАЦИИ ДЕТЕЙ, НУЖДАЮЩИХСЯ В ОСОБОЙ ПОДДЕРЖКЕ, В СОЦИАЛЬНУЮ ЖИЗНЬ

PEDAGOGICAL FOUNDATIONS FOR THE SOCIAL INTEGRATION OF CHILDREN WITH SPECIAL NEEDS

• Sharofutdinova Ra’noxon Shavkatovna — Farg‘ona davlat universiteti dotsenti, pedagogika falsafa doktori (DSc) · ORCID: 0000-0002-4188-7125

DOI: 10.67780/buxoro-xalqaro-universiteti-ilmiy-axborotnomasi.2026.2ad6565c

To'liq matn (PDF)

Annotatsiya

Maqolada alohida yordamga muhtoj bolalarni ijtimoiy hayotga integratsiya qilishning pedagogik asoslari tahlil qilingan. Integratsiya bolani umumiy muhitga shunchaki joylashtirish emas, balki uning jamiyat hayotida teng huquqli ishtirokchiga aylanish jarayoni sifatida talqin etilgan. Normalizatsiya tamoyili, ijtimoiy rolni qadrlash nazariyasi, ekologik tizimlar nazariyasi, ijtimoiy aloqa gipotezasi va nogironlikning ijtimoiy modeli qiyosiy o‘rganilib, ulardan pedagogik xulosalar chiqarilgan. Integratsiyaning jismoniy, funksional, ijtimoiy va jamiyat darajalari ajratilgan, oila, ta’lim muassasasi, mahalla va tengdoshlar hamkorligiga asoslangan pedagogik mexanizmlar taklif etilgan.

Аннотация

В статье анализируются педагогические основы интеграции детей, нуждающихся в особой поддержке, в социальную жизнь. Интеграция трактуется не как простое помещение ребёнка в общую среду, а как процесс его превращения в равноправного участника жизни общества. Сопоставлены принцип нормализации, теория валоризации социальной роли, теория экологических систем, гипотеза социального контакта и социальная модель инвалидности, из них выведены педагогические следствия. Выделены физический, функциональный, социальный и общественный уровни интеграции, предложены педагогические механизмы, основанные на сотрудничестве семьи, образовательного учреждения, махалли и сверстников.

Abstract

The article analyses the pedagogical foundations of integrating children with special needs into social life. Integration is interpreted not as simply placing a child in a mainstream setting, but as the process by which the child becomes an equal participant in the life of society. The normalization principle, social role valorization theory, ecological systems theory, the contact hypothesis and the social model of disability are compared, and pedagogical implications are drawn from them. Physical, functional, social and societal levels of integration are distinguished, and pedagogical mechanisms based on cooperation among the family, the educational institution, the mahalla and peers are proposed.

Kalit so'zlar: alohida yordamga muhtoj bolalar, ijtimoiy integratsiya, inklyuziv ta’lim, normalizatsiya, ijtimoiy rolni qadrlash, ekologik yondashuv, integratsiya darajalari, oila va mahalla hamkorligi, tengdoshlar munosabati, ijtimoiy moslashuv

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