This article examines the current state of inclusive education for children with disabilities in Uzbekistan. Through field-based research focusing on specialised teaching approaches, it identifies key challenges and proposes practical solutions. The study incorporates both local and global data, including UNICEF statistics and experiences from specialised schools. Recommendations encompass curriculum reforms, teacher training programmes, parental support systems, and infrastructure enhancements. The findings underscore the critical importance of collaborative efforts amongst policymakers, educators, and families to ensure effective implementation.

Inclusive education, disabilities, special needs, Uzbekistan, teacher training, parental support, school reform.

UNICEF. (2023). Children with disabilities. https://data.unicef.org/topic/child-disability/overview/.

Hamidova, N. (2023). Problems of education of disabled children. Research-Edu.

Haqberdiyeva, F. (2023). Inclusive education for disabled children. Scholar Google.

Ballard, K. (2016). Children and disability: Special or included? Waikato Journal of Education.

Reichman, N.E., Corman, H., & Noonan, K. (2008). Impact of child disability on the family. MCH Journal, 12(6), 679–689.

Aron, L., & Lorgest, P. (2012). Disability and the education system. Google Scholar.

Kitchin, R., & Mulhacy, F. (1999). Disability access to education and future opportunities. Research-Edu.