As a Consortium leader, Human Dynamics has been engaged to contribute to the social inclusion in Uzbekistan, specifically by improving the quality of education for children with special needs aged 2–10 and promoting their integration into mainstream kindergartens and primary schools in Uzbekistan. This project responds to a need for support to the Government of Uzbekistan’s legal, financial and technical frameworks regarding the development of an Inclusive Education system as a major component of enhanced overall social inclusion.
The expected project results are linked to three areas: (1) Legislative — a long-term strategy, including legal and financial frameworks of the government formulated to ensure equal and inclusive approaches for children with special needs; (2) Capacity — pre-service and in-service teacher training and non-teacher staff training modules on inclusive education updated and integrated in curricula and training programs; and (3) Awareness — public awareness in the country raised to promote the integration of children and people with special needs, both at the social and education level.
This project recognises that reshaping the education system and integrating special needs children into the mainstream education system requires new institutional strengths and greater inclusivity across society, i.e. the complete desegregation of education requires changes in both education delivery and perceptions of disability, including broad support and increased public awareness. Also, the complexity of work toward inclusive education requires a great deal of coordination and shared responsibilities from all stakeholders. Finally, ensuring that the country's education system is able to satisfy the requirements of these international obligations is another important part of the work that Human Dynamics undertakes within this project.
This is a great project with a lot of potential to create a long-lasting change that has an impact on the daily life of so many people — the children, parents, families and wider society. Our team are highly experienced and sensitive to the challenges of implementing this worthwhile project.
Inclusion [is] a process of addressing and responding to the diversity of needs of all learners [especially those with special educational needs] through increasing participation in learning, cultures and communities, and reducing exclusion within and from education.
[S]chools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic, or cultural minorities and children from other disadvantaged or marginalised areas or groups.
The main aim of the project "Inclusive Education of Children with Special Needs" is to ensure equitable and inclusive approach to children with special needs through a long-term strategy and inclusive education modules for teachers. [...] The scope of the work carried out [...] pays special attention to the training of qualified specialists in the sphere.
There is no universal recipe in the world in the field of inclusive education. It is based on the objective conditions of various countries and peoples, and the coordination of international experience gives the best results.
Inclusive education resource centers have been established in Uzbekistan, including 5 in Namangan region. A special state programme with reforms in the educational system is being carried out on the basis of increasing the quality and effectiveness of education and upbringing of the young generation as a result of our consistent efforts based on established international practice.