Differentiated instruction as a foundation for inclusive education in primary school

The relevance of this study is driven by the growing focus on inclusive education in the Kyrgyz Republic, aimed at creating equal learning opportunities for children with disabilities and special educational needs. There has been a significant increase in the number of children requiring specialised support from both parents and educators, necessitating the adaptation of educational systems and the introduction of innovative teaching methods that address the specific needs of these children. This study aimed to analyse contemporary approaches to inclusive education and identify the most effective pedagogical strategies for educating such children within the general education system, fostering an effective and motivating learning environment. To achieve this aim, the research employed methods such as analysis of pedagogical practice, review of specialised literature, and observation of the educational process in primary schools. Various models of inclusive education were examined, legislative and organisational aspects of its implementation were analysed, and the specific features of interaction between educators, children with special educational needs, and their parents or legal guardians were studied. It was established that the successful implementation of inclusive education requires a comprehensive approach, encompassing teacher training, the availability of appropriate teaching and learning resources and equipment, as well as the creation of an atmosphere of tolerance and mutual understanding among classmates and their parents or legal guardians. The practical value of the study lies in the potential application of the findings to optimise inclusion processes within the school environment, as well as to develop recommendations for enhancing educational strategies for children with disabilities and special educational needs in primary schools