TEACHERS’ AWARENESS OF INCLUSIVE EDUCATION

Abstract

This study explored pre-service and in-service teachers' levels of awareness, knowledge and attitudes towards inclusive education in Uzbekistan. As inclusion aims to ensure equitable access to quality learning for all students, improving teacher capacity is critical. Uzbekistan is transitioning its education system to be more inclusive but faces gaps in teacher training. A survey among teachers was conducted to assess their familiarity with inclusion concepts and implementation challenges. Data was analyzed thematically to identify key findings. Results showed most teachers reported familiarity with inclusion, viewing it as important. However, limited formal training was received. Adapting lessons and providing accessible materials were common strategies, but 24% reported limited inclusion efforts. Training emerged as significantly impacting implementation quality. Areas prioritized for strengthening inclusion included curriculum revisions, expanded teacher education and individualized planning. Overall, targeted professional learning was consistently linked to stronger inclusive pedagogies. This research aims to suggest the development of an inclusive teaching module for Uzbekistan's teacher preparation programs. By enhancing teacher understanding and skills, the module will seek to facilitate more equitable, participation-based learning environments across the education system.