PARENTAL INVOLVEMENT OF FAMILIES OF CHILDREN WITH DISABILITIES IN THE INCLUSIVE EDUCATION PROCESS: FROM “PERSONAL COURAGE” TO INSTITUTIONAL PARTNERSHIP (A CASE STUDY OF THE SERGELI DISTRICT OF TASHKENT CITY)
Keywords:
inklyuziv ta‘lim, ota-onalar ishtiroki, Epshteyn modeli, PMPK (tibbiy-psixologik-pedagogik komissiya), ijtimoiy integratsiya, Sergeli tumani, individual hamrohlik varag‘iAbstract
This article explores the multifaceted experiences of parents of children with disabilities enrolled in inclusive classrooms in the Sergeli district of Tashkent, Uzbekistan. Based on a qualitative analysis of semi-structured interviews conducted with five parents in February 2026, the study found that the absence of systematic support mechanisms, particularly tutors and school psychologists, effectively places parents in the role of the sole holders of knowledge regarding their children's educational and developmental needs. Drawing upon the theoretical frameworks of Joyce Epstein and Ann Turnbull, the article examines emotional barriers, the phenomenon of the “accused parent syndrome,” and the specific educational needs of different disability groups, including hearing impairments, musculoskeletal disorders, speech impairments, and cardiovascular conditions. The findings are compared with inclusive education practices in Ghana, Jordan, the Philippines, Germany, and Finland. As a scientifically grounded solution, the study proposes an innovative tool—the Individual Support Record – designed to institutionalize collaboration between families and schools and transform parents from “service applicants” into “expert partners.”
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