As the first link of the continuous education system in our country, work and priority directions are being determined for the further improvement of the preschool education system. We know that today there is an emphasis on equal rights in the education of families with special needs and their children with disabilities, and socialization of them into the society. At a time when the field of education is rapidly growing, the work aimed at integrating the education of children with special needs and inclusive education is progressing. Families with special needs, children with disabilities and effective implementation of inclusive education among society, it is not without reason that the first link of continuous education starts with preschool education. In preschool educational organizations, the issues of accepting children with special needs and limited opportunities and making them healthy and educating them along with healthy children are being promoted.

The article analyzes the reforms in the education system of the country and their importance, issues of raising inclusive education, the pedagogical significance of the concept of development of inclusive education in the public education system. It  makes the case that inclusively minded ordinary schools are "the most successful means of eliminating discriminatory attitudes, fostering an inclusive society, and achieving education for all." Additionally, it implies that these institutions may both give the majority of kids an effective education and boost the effectiveness of the entire educational system.

In the 21st century, education systems are undergoing profound transformation due to globalization, technological progress, shifting societal needs, and evolving theories of learning. The traditional models of education are no longer sufficient to meet the demands of an interconnected and rapidly changing world. This article explores the philosophical and theoretical foundations of modern education, recent innovations in pedagogy and technology, the integration of inclusive and lifelong learning principles, and the challenges posed by inequality, outdated curricula, and teacher shortages. Drawing from recent global reports and academic literature, the article offers a holistic view of current trends and suggests strategic directions for policymakers and educators to reimagine and improve educational practices worldwide. This article explores the multidimensional evolution of education through a comprehensive scientific lens. It investigates foundational learning theories, the rise of learner-centered and technology-enhanced pedagogies, and the growing emphasis on inclusive and competency-based models. In addition, it addresses persistent challenges such as educational inequality, outdated curricula, and teacher shortages. The article also presents future-oriented recommendations for policymakers, educators, and researchers, aimed at building equitable, flexible, and resilient education systems.By examining education from both theoretical and practical perspectives, this paper provides valuable insights into how global societies can harness the power of education to foster sustainable development, innovation, and social equity in the 21st century.

This article highlights the role and importance of the experiences of foreign countries in the development of inclusive education in Uzbekistan. In addition, the existing problems and shortcomings of this education are also highlighted. As foreign experiences, the intensive efforts of Finland, Italy and Japan in inclusive education are studied. During the study of these experiences, the main factors of inclusive education are identified - improving the skills of teachers, individual work with students, cooperation with parents, etc. As a result of the research, it is determined that Uzbekistan can use improved foreign experiences.

Inclusive education aims to ensure that all individuals, regardless of their abilities or backgrounds, have access to quality education. ICT plays a crucial role in making education more accessible, personalized, and inclusive. This article analyzes the role of ICT in promoting inclusive education, current trends, and best practices globally and in Uzbekistan.

This article analyzes the role and importance of inclusive education in the pedagogical education system from a theoretical and practical perspective. The legal and pedagogical foundations of inclusive education, the mechanisms for integrating the necessary competencies (psychological and pedagogical, methodological, communicative, reflexive) and principles into the curriculum and course modules during teacher training are highlighted. The effectiveness of individual education plans, a differentiated approach, adaptive assessment, and the use of digital technologies in working with students with special needs and those in need of educational support are demonstrated through examples. A model of cooperation between educational institutions, families, and the community in creating an inclusive environment, as well as monitoring and evaluation indicators, are also proposed.

Inclusive education has emerged as a critical paradigm in the field of education, promoting the integration of students with disabilities into mainstream classrooms. This article reevaluates the principles, practices, and challenges of inclusive education, emphasizing its significance in fostering social equity and academic success. It explores historical contexts, legislative frameworks, pedagogical strategies, and the roles of educators and families in creating an inclusive environment. The discussion highlights the need for ongoing professional development and collaboration among stakeholders to address barriers and enhance the quality of education for all students.

This article provides a scientific and theoretical analysis of the role, significance, and implementation mechanisms of psychological support in the process of inclusive education. It examines the psychological needs of participants in inclusive education, methods of providing support, and analyzes international and national experiences, offering practical recommendations. The research results substantiate the invaluable role of psychological services in increasing the effectiveness of inclusive education.

Gifted education is a critical component of the educational landscape, aiming to identify and nurture exceptional talents. This research article delves into the English model of gifted education, exploring its history, framework, and outcomes. The English model has undergone significant transformations over the decades, reflecting changes in policy, pedagogical strategies, and societal attitudes towards giftedness. By examining the evolution of gifted education in England, this article aims to provide insights into effective practices and potential areas for improvement.

This article examines the importance of organizing inclusive education in preschool educational institutions, the essence of the concept of inclusive education, its role in children's social adjustment, individual development, and the formation of tolerance in society. Also, the experience of introducing inclusive education in Uzbekistan and future tasks, the importance of relationships between family members and employees are described.

This article examines the importance of organizing inclusive education in preschool educational institutions, the essence of the concept of inclusive education, its role in children's social adjustment, individual development, and the formation of tolerance in society. Also, the experience of introducing inclusive education in Uzbekistan and future tasks, the importance of relationships between family members and employees are described.

Inclusive education has emerged as one of the central pillars of contemporary human rights law, affirming the principle that no person should be excluded from learning opportunities on the basis of disability. While international legal instruments such as the Convention on the Rights of Persons with Disabilities (CRPD) establish strong obligations for States to ensure access to inclusive education, the translation of these commitments into effective national reforms remains uneven. This article examines the right to education of persons with disabilities through the lens of international human rights standards and the legislative reforms undertaken within Uzbekistan. It situates the issue within the broader normative framework established by the United Nations and regional human rights systems, before turning to the domestic legal order to analyze the extent to which global commitments are reflected in national law and policy.

Acceleration in gifted education involves advancing students through an educational program at a pace faster than typical. This research article examines the current practices and future directions of acceleration for gifted education in the Middle Eastern regions and the Arabian Gulf. Given the unique cultural, economic, and educational landscapes of these areas, understanding how acceleration is implemented and perceived can provide valuable insights into the effectiveness and challenges of gifted education. This article explores the historical context, present methodologies, and potential future advancements in acceleration, aiming to offer a comprehensive overview for educators and policymakers

The integration of technology in general education schools has revolutionized traditional teaching and learning methods, enhancing both the quality of education and the upbringing of students. This essay explores how innovative tools such as digital learning platforms, interactive technologies, artificial intelligence, and gamification are transforming classrooms. It highlights the role of these technologies in fostering personalized learning, increasing student engagement, and promoting holistic development, including moral and social growth. Additionally, it addresses the challenges of implementation, such as the digital divide and the need for teacher training, while emphasizing the potential of data-driven decision-making to improve outcomes. By adopting a balanced approach, schools can leverage technology to create inclusive and effective educational environments that prepare students for the demands of the 21st century.

The article examines the mechanisms of improving the inclusive education system in our country and the problems of professional competence of pedagogues in this field. Also, the specific features of working with children with special needs in the inclusive education system are highlighted on the example of foreign countries.

This article the main problem in the field of disability is the lack of access to education for children and adults with disabilities. This is a very serious issue as education is a fundamental right of all, enshrined in the Universal Declaration of Human Rights and protected by various international conventions. That in many countries there is a stark difference between the educational opportunities
available to children with disabilities and children without disabilities. Failure to achieve the goal of "Education for All" unless a complete turnaround is achieved.

This paper explores the challenges and opportunities associated with managing digital education, particularly in the context of its growing role post-COVID-19. Key challenges include the digital divide, teacher preparedness, resistance to change, and technological infrastructure limitations. However, digital education also offers significant opportunities such as flexible learning formats, personalized learning experiences, and enhanced global collaboration. The paper highlights how addressing these challenges while leveraging the opportunities can result in a more inclusive and effective digital education system.

In the modern world, education is the foundation of social, economic, and personal growth. Education is essential for giving people the values, information, and abilities they need to navigate life and make significant contributions to society as societies grow more technologically advanced and complex. This essay examines the value of education in contemporary society, emphasizing how it affects social justice, economic development, technological adaptation, and civic engagement. This study emphasizes the critical role that education plays in forming a sustainable and inclusive future by looking at theoretical frameworks, international case studies, and empirical data.

In the article, the introduction of inclusive education into practice, the focus on the education of children with disabilities, the decisions made by our state regarding the education of children with special needs in the system of general education institutions, and some of the achievements that need to be resolved. Opinions were expressed about the problems.

Students with visual impairments face unique challenges that extend beyond academic limitations to include significant barriers in physical education (PE). This study examines the prevalence of common eye disorders such as myopia, astigmatism, hyperopia, and strabismus in university students, and investigates adaptive strategies for their effective inclusion in PE programs. A comprehensive cohort of 175 students with ophthalmologically diagnosed vision problems was analyzed. The study assessed physical performance, social participation, psychological impact, and educator preparedness. Data gathered through ophthalmic screenings, fitness assessments, and surveys suggest that tailored interventions, environmental modifications, and educator training dramatically improve student engagement, safety, and outcomes in PE. The findings support a multidisciplinary, inclusive approach to PE that promotes equity, well-being, and academic integration for visually impaired students.

Culturally responsive teaching (CRT) has emerged as a transformative methodology for promoting inclusivity and equity in educational settings. This article explores the core principles of CRT and its application within inclusive education frameworks. By examining the intersection of culture, identity, and pedagogy, this study highlights the importance of recognizing diverse cultural backgrounds as an essential component of student engagement and achievement. The article reviews various methodologies that integrate culturally responsive practices, such as differentiated instruction, scaffolding, and collaborative learning, to create a learning environment that is accessible to all students, regardless of their cultural heritage. Through the lens of social justice, CRT is positioned as an essential tool for dismantling educational inequities. The findings indicate that CRT not only enhances academic success but also fosters a sense of belonging and self-worth among students from marginalized groups.

This article explores the complexities and instructional strategies involved in teaching multilevel or multi-grade classrooms—learning environments that include students of different ages, academic levels, and abilities. It begins by defining the multilevel classroom and explaining the common reasons for its existence, particularly in rural or resource-limited settings. The article then outlines the major challenges faced by teachers, including curriculum management, differentiated instruction, classroom control, and assessment difficulties. To address these, the author presents practical strategies such as learning stations, peer tutoring, thematic learning, and flexible grouping. The use of technology, open-ended tasks, and consistent routines are also emphasized as essential tools. The article concludes that although multilevel teaching is demanding, it offers significant opportunities for inclusive and personalized education when approached with structure and creativity. This resource is useful for educators, teacher trainers, and education policymakers working in diverse classroom contexts.

This article examines the global education gap, focusing on its root causes and potential solutions. The discussion highlights factors such as socioeconomic disparities, inadequate infrastructure, lack of qualified teachers, and limited access to technology that contribute to unequal educational opportunities. The authors propose evidence-based strategies, including policy reforms, increased funding, teacher training, and the integration of digital learning tools, to bridge the gap. By addressing these challenges, the article emphasizes the importance of ensuring inclusive and equitable quality education for all.

The rapid growth of technology and the global shift caused by the COVID-19 pandemic have accelerated the adoption of online and hybrid (blended) education worldwide. These models provide flexibility, accessibility, and opportunities for innovation, yet they also pose significant pedagogical challenges for educators and students alike. Unlike traditional classrooms, online and hybrid learning environments require new approaches to engagement, communication, and assessment. Teachers must not only deliver content but also design meaningful digital interactions that support collaboration and critical thinking. This paper examines the key pedagogical challenges in online and hybrid education and explores strategies to address them for effective, inclusive learning.

This article explores the role of artificial intelligence in shaping the future of education. It examines how AI contributes to personalized learning, increases student motivation, and supports teachers in creating more effective learning environments. The paper also highlights potential challenges such as ethical issues, data security, and dependence on technology, while emphasizing the importance of balance in integrating AI into the educational process. Ultimately, the article argues that responsible use of AI can make education more inclusive, engaging, and future-oriented.