When a child with special educational needs enrolls in a regular school, the process of inclusion formally begins. However, serious questions arise regarding how this process is implemented in practice: can a teacher assess a child's knowledge using the same standards as other students? Who ensures their adaptation, and what should be done if classmates exhibit aggression?
These questions were addressed to parents of children attending inclusive classes in Uzbekistan and CIS countries. The answers received were contradictory: out of fifteen reviews on Threads, only three were positive, and on Facebook, there was only one positive response out of four. Most parents reported instances of bullying, insufficient support from teachers, and difficulties in mastering the school curriculum.
Some parents were forced to change the educational environment or completely forgo in-person learning due to harassment. One participant shared that initially, parents start to view the child and their family negatively, leading to relocation to another country. Other families switched their children to home or family education after bullying in kindergartens and schools.
The problems extend beyond interpersonal relationships. One mother reported disapproval from the teacher and other parents. After contacting the Ministry, she changed teachers and then started working in the school as a tutor herself. In another case, changing schools after bullying led to an improvement in the situation: the teacher showed interest in adapting the child, and joint sports activities helped establish contact with classmates.
Another identified problem is the accessibility of education. A mother of a girl who was studying under an adapted program in a regular school noted that the child received low grades, and she had to hire tutors for extra lessons in core subjects. Thus, most of the responsibility for mastering the program fell on the family. Although some believe that specialized institutions are necessary for children, these accounts do not offer a single solution for everyone.
Parents from Yashnabad district also shared mixed experiences. One mother recounted that in the inclusive class, one specialist was assigned to two children, who was sometimes absent in the first year, and mastering the program largely depended on parental efforts. At the same time, other parents described a more favorable atmosphere, noting that classmates treated children with special needs kindly; in one class, several such students reached the fifth grade without constant specialist support.
Although parental feedback is not a representative study, it demonstrates a wide spectrum of family experiences—from facing bullying and lack of support to successful integration into the group.
Inclusive education is gradually being integrated into the legislation in Uzbekistan. In 2020, the Law 'On Education' enshrined the possibility of organizing inclusive education for children with various disabilities—physical, intellectual, sensory, or mental—and the procedure for its organization was delegated to the Cabinet of Ministers.
Cabinet of Ministers Decree No. 638 of October 2021 approved the procedure for organizing inclusive education, which provides for the creation of both inclusive and initial correctional classes in general education schools. The regulatory framework continues to develop: Decree No. 818 of 2025 provides for the development of inclusive-resource infrastructure, including the creation of relevant centers and schools.
New support mechanisms are planned for the 2026/27 academic year, such as individual learning plans and additional correctional classes. Furthermore, Resolution PP-292 of 2026 provides for a comprehensive assessment of children's educational needs and the use of assistive technologies. Nevertheless, expanding the regulatory framework does not guarantee practical effectiveness: the question remains open regarding whether schools have a sufficient number of qualified specialists and whether children receive the necessary support.
Codifying an individual approach in documents does not solve the problem of its practical implementation. Children with special needs are not a homogeneous group: one may require adaptation of the physical environment, while another may need help with communication or changing the material delivery format. An individual approach implies not only adapting the curriculum but also constantly checking whether the chosen method contributes to the child's development without creating unnecessary obstacles.
This issue is particularly relevant for children with Autism Spectrum Disorder (ASD), whose needs can vary greatly even with the same diagnosis. Although legislation provides for individual plans, assessing their effectiveness requires knowing who creates them, what methodologies specialists use, and whether schools have enough staff to implement them.
International organizations are also monitoring this issue. In the 2024 report 'Situation Analysis of Children and Adolescents in Uzbekistan', UNICEF analyzed the barriers to implementing inclusive education in the country. Among the problems listed were the shortage of trained educators, insufficient support for children with special needs, and difficulties in objectively assessing achievements. It is important to note that this report was released before the adoption of several subsequent regulatory acts and does not evaluate their results, but it highlights the initial problems of the system.
Parent stories align with these difficulties, emphasizing that enrolling a child in school is just the beginning; the crucial issues are support, assessing individual growth, and ensuring safety within the community.
To obtain expert opinion on control mechanisms and program adaptation, the author contacted a specialist in implementing inclusive education in Uzbekistan. The specialist provided materials from the Ministry of Preschool and School Education of Uzbekistan, outlining organizational and regulatory changes: from infrastructure adaptation and teacher training to developing methodological recommendations.
Special attention is paid to supporting children and interacting with families. Starting September 1, 2026, the 'Oilabay' targeted support system is planned for individual work with families. Starting October 1, 2026, pilot groups for comprehensive child assessment will begin operating at 'Inson' social service centers in Navoi and Khorezm regions to determine the educational route.
The presented documents mainly describe organizational steps but do not fully answer how a child's progress is assessed, how effectively teachers adapt programs, or how schools handle bullying. There remains a significant gap between creating conditions for inclusion and its actual application in daily life.
Parent experiences demonstrate the diversity of learning conditions in inclusive classes. However, the question remains open: is it enough just to enroll a child in a regular school, or must other parameters be assessed—the presence of specialists, the child's involvement in the process, and the quality of relationships with classmates?
To clarify this issue, the author consulted with Roman Goldwarg, president of the American non-profit association Global Neurodiversity Association (GNA), as well as the founder and CEO of the British startup TamiSpace. Goldwarg is an expert on neurodiversity in Forbes and Psychologies UK publications.
Parent stories call into question not only the accessibility of inclusive education but also the methods of evaluating its outcomes. The expert believes that the mere fact of enrolling in a regular school does not mean full participation and receiving necessary help. According to Goldwarg, the key indicator of functioning inclusion is the child's real activity in learning, their interaction with peers, and individual progress. For this, trained teachers, access to specialized professionals, and, if necessary, tutoring support are critically important.
Goldwarg emphasizes: 'Inclusion does not begin with simply enrolling a child in a regular school, but with creating conditions where they can truly learn.'
According to him, assessing the knowledge of children with special needs must separate the mastery of the curriculum from the child's individual growth, while the format of tasks, time for completion, and methods of answering must be adapted according to the needs.
