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Buxoro Xalqaro
Universiteti

11-tom, 1-son, b. 245–249, Nashr: 2026-11-08

KO‘ZI OJIZ BOLALARNING AKADEMIK-IJTIMOIY RIVOJLANISHIDA ASSISTIV VA RAQAMLI TEXNOLOGIYALARNING O‘RNIGA OID TAYANCH KONSEPSIYALAR

КЛЮЧЕВЫЕ КОНЦЕПЦИИ РОЛИ АССИСТИВНЫХ И ЦИФРОВЫХ ТЕХНОЛОГИЙ В АКАДЕМИЧЕСКОМ И СОЦИАЛЬНОМ РАЗВИТИИ СЛЕПЫХ ДЕТЕЙ

KEY CONCEPTS REGARDING THE ROLE OF ASSISTIVE AND DIGITAL TECHNOLOGIES IN THE ACADEMIC AND SOCIAL DEVELOPMENT OF BLIND CHILDREN

  • Sharofutdinov Iqboljon Usmonjon o‘g‘li — Farg‘ona davlat universiteti “Amaliy matematika va informatika” kafedrasi dotsenti, PhD

DOI: 10.67780/buxoro-xalqaro-universiteti-ilmiy-axborotnomasi.2026.e5745d84

To'liq matn (PDF)

Annotatsiya

Maqolada ko‘zi ojiz bolalarning akademik va ijtimoiy rivojlanishida assistiv va raqamli texnologiyalarning o‘rnini tushuntirib beruvchi tayanch konsepsiyalar nazariy jihatdan tahlil qilingan. L.S.Vigotskiyning kompensatsiya nazariyasi, nogironlikning ijtimoiy modeli va funksionallik tasnifi, ta’limning universal dizayni, ko‘zi ojiz o‘quvchilar uchun kengaytirilgan asosiy o‘quv dasturi, “inson - faoliyat - kontekst - texnologiya” modeli hamda o‘qituvchining texnologik-pedagogik bilimlari konsepsiyasi qiyosiy o‘rganilgan. Har bir konsepsiyadan texnologiyalarni qo‘llashga oid pedagogik xulosalar chiqarilib, ular akademik va ijtimoiy rivojlanish sohalari bilan bog‘langan. Konsepsiyalarning “Nurli maskan” maktab-internatlari sharoitida qo‘llanish imkoniyatlari ko‘rsatilgan.

Аннотация

В статье теоретически анализируются базовые концепции, объясняющие роль ассистивных и цифровых технологий в академическом и социальном развитии незрячих детей. Сопоставлены теория компенсации Л.С. Выготского, социальная модель инвалидности и классификация функционирования, универсальный дизайн обучения, расширенная базовая учебная программа для незрячих учащихся, модель “человек - деятельность - контекст - технология” и концепция технолого-педагогических знаний учителя. Из каждой концепции выведены педагогические следствия для применения технологий, которые соотнесены со сферами академического и социального развития. Показаны возможности применения концепций в условиях школ-интернатов “Нурли маскан”.

Abstract

The article provides a theoretical analysis of the core concepts that explain the role of assistive and digital technologies in the academic and social development of blind children. L.S. Vygotsky’s theory of compensation, the social model of disability and the classification of functioning, Universal Design for Learning, the Expanded Core Curriculum for blind and visually impaired students, the Human Activity Assistive Technology model and the concept of teachers’ technological pedagogical content knowledge are compared. Pedagogical implications for the use of technology are drawn from each concept and linked to the areas of academic and social development. The possibilities of applying these concepts in “Nurli maskan” boarding schools are shown.

Kalit so'zlar: ko‘zi ojiz bolalar, akademik rivojlanish, ijtimoiy rivojlanish, assistiv texnologiyalar, raqamli texnologiyalar, kompensatsiya, ijtimoiy model, ta’limning universal dizayni, kengaytirilgan asosiy o‘quv dasturi, “Nurli maskan”

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