INCLUSIVE EDUCATION AND CHILDREN WITH DOWN SYNDROME
Keywords:
inclusive education, Down syndrome, sunny children, pedagogy, rehabilitation, Uzbekistan, special needs, social inclusionAbstract
This article discusses the importance of inclusive education for children with Down syndrome, who are often referred to as 'sunny children' due to their cheerful and kind nature. It explores the social, psychological, and pedagogical aspects of supporting such children in modern schools. The paper emphasizes the need for positive parental attitudes, teacher preparation, and inclusive classroom environments that foster equality and integration. The experience of Uzbekistan in promoting inclusive education is also analyzed, highlighting recent progress and challenges in this area.References
1. UNICEF (2023). Inclusive Education: Ensuring Access for All Children. UNICEF Publications.
2. World Health Organization. (2022). Down Syndrome: Facts and Figures. WHO Geneva.
3. Avramidis, E., & Norwich, B. (2021). Teachers’ attitudes towards integration and inclusion: Review of literature. European Journal of Special Needs Education, 36(2), 156–173.
4. Loreman, T. (2017). Pedagogy for Inclusive Education. Routledge.
5. Guralnick, M. J. (2020). Early Intervention and Inclusion of Children with Disabilities. Cambridge University Press.
6. Ministry of Preschool and School Education of Uzbekistan. (2024). National Strategy for Inclusive Education Development 2022–2030.
7. Papalia, D. E., & Martorell, G. (2018). Experience Human Development. McGraw-Hill Education.
8. Bakhodirova, N. (2023). Challenges and Opportunities of Inclusive Education in Uzbekistan. Central Asian Journal of Education Studies, 5(1), 44–53.
9. Down Syndrome International (2022). Global Report on Inclusion and Awareness. DSi Press.
10. American Psychological Association. (2021). Understanding Developmental Disorders. APA Press.
