NOGIRONLIGI BOR BOLALAR OTA-ONALARINING INKLYUZIV TA‘LIM JARAYONIDA ISHTIROKI: “SHAXSIY JASORAT”DAN INSTITUTSIONAL SHERIKLIKKA (TOSHKENT SHAHRI SERGELI TUMANI MISOLIDA)
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inklyuziv ta‘lim, ota-onalar ishtiroki, Epshteyn modeli, PMPK (tibbiy-psixologik-pedagogik komissiya), ijtimoiy integratsiya, Sergeli tumani, individual hamrohlik varag‘i##article.abstract##
Mazkur maqolada Toshkent shahri Sergeli tumanidagi inklyuziv sinflarda tahsil olayotgan nogironligi bor bolalar ota-onalarining ko‘p qirrali tajribasi tadqiq etiladi. 2026-yil fevral oyida besh ota-ona bilan o‘tkazilgan yarim tuzilmalashtirilgan intervyularning sifat tahlili asosida aniqlandiki, tizimli qo‘llab-quvvatlash mexanizmlari tyutorlar va psixologlar yo‘qligi ota-onani bolaning yagona bilim saqlovchisiga aylantirmoqda. Epshteyn va Ternbull nazariyalari asosida emotsional to‘siqlar, “sudlanuvchi sindromi” hamda har bir nozologik guruhning (eshitish, tayanch-harakat, nutq, yurak-qon tomir buzilishlari) o‘ziga xos ehtiyojlari tavsiflanadi. Olingan natijalar Gana, Iordaniya, Filippin, Germaniya va Finlyandiya tajribasi bilan qiyoslanadi. Xulosa sifatida oila va maktab o‘rtasidagi hamkorlikni rasmiylashtiruvchi, ota-onani “murojaatchi”dan “ekspert-hamkor”ga aylantiruvchi “Individual hamrohlik varag'i” nomli innovatsion vosita ilmiy asoslab taklif etiladi.
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