This article analyzes the role of respectful language and euphemisms in inclusive education discourse from a linguo-pragmatic and sociocultural perspective. The study reveals the pragmatic functions of language units, their connection with social roles, power relations, and cultural values. Based on examples of inclusive discourse in English and Uzbek, the article demonstrates the role of euphemisms in reducing discrimination, preserving personal dignity, and strengthening social inclusion.

inclusive education, respectful language, euphemism, discourse, linguistic pragmatics, sociocultural analysis. Introduction

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