PROFESSIONAL COMPETENCE OF TEACHERS AND DEVELOPMENT PROSPECTS IN INCLUSIVE EDUCATION IN UZBEKISTAN
Abstract
This article analyzes the issues of developing teachers’ professional competence in the context of inclusive education in Uzbekistan. The research findings indicate that although teachers demonstrate a positive attitude toward inclusive education, their practical and methodological preparedness remains insufficient. The main challenges identified include excessive workload, a lack of adapted educational materials, and weak collaboration with specialized professionals. The article also proposes measures to strengthen the practical training of teachers, develop the tutoring (assistant teacher) system, and improve the effective organization of inclusive education.
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