Technologies for Developing Inclusive Education in Preschool Education Based on Advanced Foreign Experiences

Abstract

The development of inclusive education in preschool settings is essential for ensuring equal learning opportunities for all children, including those with special needs. This study examines international best practices in inclusive education and explores their implementation in Uzbekistan, with a particular focus on adopting France’s experience in training personnel for inclusive education. Despite the global advancement of inclusive education, Uzbekistan still faces challenges in teacher preparedness, curriculum adaptation, and resource availability. The key knowledge gap lies in the absence of a well-structured framework for training educators to effectively implement inclusive teaching strategies. This research employs a qualitative methodology, analyzing global best practices, particularly from France, to identify effective approaches for training educators. Data were gathered through document analysis and expert interviews. Findings reveal that France’s model emphasizes specialized teacher training programs, interdisciplinary collaboration, and adaptive pedagogical strategies, all of which significantly enhance inclusive education outcomes. The study suggests that adopting these strategies in Uzbekistan could improve teacher readiness and create a more inclusive preschool environment. The results indicate that integrating France’s approach into Uzbekistan’s preschool education system could address existing gaps in educator training and inclusive learning practices. This research has critical policy implications, advocating for curriculum reforms, expanded professional development programs, and increased institutional support for inclusive education. By leveraging global best practices, particularly France’s experience, Uzbekistan can strengthen its inclusive education system, ensuring that all children, regardless of their abilities, receive high-quality early childhood education..