CREATING AN INCLUSIVE PRIMARY SCHOOL CULTURE: CASE OF UZBEKISTAN

Abstract

Creating an inclusive culture in primary schools is vital for ensuring that every child in Uzbekistan can learn and grow together. This article explores how policy, teacher development, infrastructure, and community attitudes contribute to inclusive school culture. Drawing on recent data—from UNICEF’s reports on inclusive education expansion, UNESCO’s social and emotional learning (SEL) initiatives, and national evaluations—it highlights progress, challenges, and practical strategies. The study shows that while national policies and model initiatives like "Imkon" centers and SEL training offer strong foundations, barriers persist in teacher readiness, physical accessibility, and social stigma. The article concludes with recommendations for policy makers, educators, and community stakeholders to strengthen inclusion in primary schools.