This article highlights the process of creating an inclusive school environment in the New Uzbekistan and the essence of the reforms being implemented in the field of education. The legal foundations, organizational mechanisms, and practical outcomes of inclusive education are analyzed. Additionally, the conditions being created for children with special educational needs, issues of improving the qualifications of teaching staff, and ways to establish a culture of tolerance in society are examined. The article substantiates the social significance of inclusive education and its close connection with the principle of human dignity in New Uzbekistan.
Azamat Boyqulov (Sat,) studied this question.