METHODICAL AND DIDACTIC PREPARATION OF PRIMARY SCHOOL TEACHERS IN THE INCLUSIVE EDUCATION PROCESS: PROBLEMS AND SOLUTIONS IN UZBEKISTAN

This study investigates the methodical and didactic preparedness of primary school teachers transitioning to inclusive education in the Republic of Uzbekistan. In the wake of major national reforms aimed at integrating children with special educational needs (SEN) into mainstream classrooms, the pedagogical competence of primary school teachers has emerged as a primary bottleneck. Using a mixed-methods research design consisting of a quantitative survey and qualitative semi-structured interviews, this paper analyzes the deep-seated challenges in didactic differentiation, classroom management in heterogeneous environments, and systemic teacher anxiety. The findings indicate that while 82% of primary school teachers express positive philosophical attitudes toward inclusion, more than 65% lack the practical, hands-on didactic skills required to customize lesson plans, design multi-level assessments, or implement Universal Design for Learning (UDL) principles. The paper concludes by presenting a series of concrete, systemic solutions, including the restructuring of higher teacher-training programs, the creation of national open-access repositories for adapted materials, and the institutionalization of co-teaching and shadow teacher networks in Uzbek schools.