Inclusive education as a key to equality and success for children
with limited abilities
Exactly to such conclusion they have come in Social Initiatives Support Fund (SISF) having decided to support the initiative of coalition "Accessibility" in January, 2007 on development and introduction of national model of ongoing inclusive education in Uzbekistan.
Certainly, the legislation of republic of Uzbekistan provides to persons with the limited abilities equal possibilities in realization of their potential. And the right to education is guaranteed by the Constitution itself. But, nevertheless, in the republic there are children who do not visit school, great number of the so-called "not trained" children who are not visiting comprehensive schools. But after all, their right to education is not limited by their health condition. Fund projects are called for to solve the problem of getting of education for all children with limited abilities (LA) using the approach of inclusive education. It assumes adaptation of educational systems for satisfaction of trainees’ requirements.
The Central Asian Forum with the similar name passed in Bukhara within the framework of Republican games «Special Olympics» became an additional impulse for inclusive education development in Uzbekistan. More than 100 delegates from all areas of Uzbekistan, representatives of Kazakhstan, Russian Federation and European Union became participants of the Forum. They have presented various models of inclusive education have exchanged experience and have discussed development prospects in the Central Asia. Carrying out of similar action promoted effective realization of the first project SISF in a sphere of education. Then in Navoi, Termez, Karshi, Dzhizzak, Samarkand and Kokand 6 inclusive kindergartens and 6 inclusive schools have been opened where LA children are brought up on the same level with the ordinary contemporaries.
The successful development of the project helped the information and educational campaigns aimed to preparation of the public and that is especially important, the parents which children should study together with others children who distinct from their own children. Within the framework of the project the team of 18 trainers-advisers has been prepared who held seminars and advised parents, children and teachers so that the further integration of LA children in a society passed more naturally as possible. In the course of the studies due to unique techniques of inclusive education and individual approach to each child parents of LA children were convinced of the positive changes which have happened both with LA children and other children. «As much possibilities as it is given at this school for creative development not only gifted children but also their contemporaries having deviations in development, is not present at neither one other school of a city», - that is opinion of M.Tashpulatova, mother of the second form pupil from Samarkand.
During development of the project there was an idea to create national model of inclusive education for its subsequent introduction in system of preschool and younger school education in Uzbekistan. In Navoi, Termez, Karshi, Dzhizzak, Samarkand and Kokand for this purpose 12 mixed groups and classes are already organized. The number of beneficiaries has increased too. They are 6000 now but it was 1200 in the besting. To realize the project it is planned in several stages, each to solve certain problems: from search of pilot kindergartens and schools to search of donors and sponsors for preparation of buildings. Buildings should be accessible, have convenient ramps, hand-rail etc.
SISF partners became, except for coalition "Accessibility" and NGO "Hayot", the Ministry of Public of Education of the Republic of Uzbekistan and hokimiyats of the target regions.
Estimating project progress Bakhodir Umarkhanov, SISF CEO has noticed that the number of children inclusive kindergartens and schools for one academic year has increased twice. It means that parents of LA children not participating first in the project nevertheless observed successes in studies of other children. Having convinced of excellent results they have brought the children in these kindergartens and schools. ‘The main advantage of an inclusive approach, in my opinion, that children find their adequacy being among ordinary children, - marked B.Umarkhanov – and it is a guarantee that whole potential of the person who has believed in its usability to a society».