SOCIAL-PEDAGOGICAL MECHANISMS OF DEVELOPING INCLUSIVE SKILLS IN STUDENTS OF GENERAL SECONDARY EDUCATIONAL INSTITUTIONS

Abstract

This article investigates the socio-pedagogical mechanisms fordeveloping inclusive skills among primary and secondary school students. The relevance of the study is driven by the urgent need to ensure social integration between typically developing students and children with special educational needs (SEN) during the transition to inclusive education. The aim of the research is to design and evaluate a comprehensive pedagogical model aimed at fostering an inclusive culture and empathy within the school environment. The methodology includes empirical observation, psychological surveys (Empathy Assessment Scales), and a structured pedagogical experiment conducted across secondary schools in Tashkent. The findings indicate that the proposed socio-pedagogical framework significantly enhances tolerance, collaborative behavior, and mutual assistance among students within integrated classrooms. The study concludes with practical recommendations and extracurricular program designs for general education schools.