IMPROVING THE INCLUSIVE APPROACH IN PRESCHOOL EDUCATION IN UZBEKISTAN BASED ON THE EXPERIENCE OF DEVELOPED COUNTRIES

The article analyzes the issues of improving inclusive education in the preschool education system of Uzbekistan based on the experience of developed countries. The theoretical foundations, legal guarantees, and mechanisms of effective implementation of the inclusive approach in the pedagogical process are highlighted. The experiences of Finland, Italy, Japan, and the USA are comparatively studied, and practical recommendations have been developed for the further development of the national system. The research results show that the improvement of inclusive education in Uzbekistan is closely connected with enhancing the inclusive competencies of pedagogical staff, strengthening the material and technical base, and shaping a positive social mindset in society.