INCLUSIVE EDUCATION AS A FACTOR OF SOCIAL INTEGRATION OF PERSONS WITH DISABILITIES IN KYRGYZSTAN

The article examines the theoretical foundations of inclusive education and their application in the Kyrgyz context. It outlines behavioral, cognitive, and constructivist approaches, as well as disability models-medical, relational, and social-that inform policy and practice. International scholarship (Artiles, Florian, Treviranus, Kittay, and others) underscores the importance of equity, ethics of care, and digital technologies in fostering inclusion. In Kyrgyzstan, the legal framework includes the Law on the Rights and Guarantees of Persons with Disabilities (2008), the UN Convention on the Rights of Persons with Disabilities (ratified in 2019), and the State Program Accessible Country (2023-2030). However, practical implementation remains weak due to inadequate infrastructure, insufficient teacher training, and social stereotypes. National statistics reveal that 37.6 thousand children with disabilities live in the country, of whom about 20% remain outside the school system. International reports (Human Rights Watch, UN Special Rapporteur, UNICEF, EU initiatives) highlight systemic barriers such as inaccessible facilities, lack of assistive technologies, and insufficient interagency coordination. While international donors support reforms, inclusion in Kyrgyzstan is still largely declarative.