Psychological Aspects of Inclusive Education

Abstract

In the XXI century, the transition of secondary and higher education to an inclusive environment is actively underway all over the world, the education system of Azerbaijan, together with the UN Children's Fund (UNICEF), is also taking all possible measures for its development in the republic. The initial interpretation of inclusive education reads: inclusive education is the co-education of children with special needs in care with healthy children in general education institutions.

The main purpose of this introduction is to enable children with physical and mental disabilities to develop and unlock their potential and improve the possibility of being. This education system requires a special approach, primarily psychological, as it is aimed at increasing the self-confidence of special children and is based on the Constitutional Right of a citizen, which reads, "The state guarantees the creation of opportunities to receive education for every citizen regardless of his gender, race, language, religion, political beliefs, nationality, social status, origin, health opportunities and non-discrimination". Inclusive education is not only about supporting the right of children in need of special care to education, this type of education promotes the integration of children with disabilities into society, teaching opportunities, rights to independent decision-making, and therefore, before accepting a "special child into the classroom," you need to prepare psychologically for it in advance. Practice shows that for the successful implementation of inclusion in the education system, it is necessary to train special teachers who will take courses of psychological adaptation to the adoption of special children and fruitful work with them. After all, the negative attitude and behavior of teachers towards children with disabilities and learning difficulties can hinder academic progress. Numerous studies have focused on teachers' attitudes to inclusive learning inclusion and focuses on the impact of relationships on the effectiveness of inclusive learning practices and conclusions.

In this article we will talk about the psychological features of the adoption and education of special children in general education institutions of Azerbaijan