Inclusive education in the Republics of Uzbekistan and Tatarstan

The importance of higher education as a means of socialization of individuals with disabilities and increasing their competitiveness in the labor market makes it relevant to study the experience of inclusive education in both technical and humanitarian fields of study. The purpose of this research is to analyze the status and development of inclusive higher education in Uzbekistan and Tatarstan (Russia). An analysis of the regulatory framework for inclusive education in higher education systems revealed similar functional requirements for the organization of the educational process in Uzbekistan and Russia, as well as the flexibility of our countries’ higher education systems in implementing various measures to ensure equal opportunities for people with disabilities and limited health compared to healthy individuals. A study of the inclusive education models used by the Kazan National Research Technical University, Kazan Federal University, Samarkand State University and Tashkent State Pedagogical University showed the use of joint education (with healthy people, with minimal changes in educational requirements) in the humanities (preschool pedagogy and psychology), and separate education for people with disabilities and special needs (arising from the specifics of their health) in technical areas (radio engineering, computer science, electrical energy). In the Humanities no significant differences in learning outcomes were found between able-bodied and special needs students. Problems with communication (transfer and perception of knowledge) and an insufficient level of development of thinking in special students in technical specialties were identified. Students were found to use actively mobile phones for internal communication and to search for educational information.