TEACHERS’ ATTITUDES AND COMPETENCIES IN IMPLEMENTING INCLUSIVE EDUCATION (EMPIRICAL OR QUALITATIVE FOCUS ON TEACHER PREPARATION AND CLASSROOM REALITIES.)

• Saodat Agzamkhodjaeva

  Senior Teacher, Department of applied disciplines 3 English language 3 faculty, Uzbekistan State World Languages University saodat.abrarovna@gmail.com

  Author

This paper explores two key issues in the body of literature on inclusive education: the diversity of conceptual interpretations and the limitations in empirical research. While inclusive education is universally promoted as a right, inconsistencies in how it is defined and implemented across contexts hinder meaningful comparisons and evaluations. This analysis highlights the implications of conceptual fragmentation and methodological weaknesses, and it proposes directions for more coherent and effective research practices.

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Authors: Kerstin Göransson & Claes Nilholm

Journal: European Journal of Special Needs Education, Volume 29, Issue 3, Pages 265–280 DOI: 10.1080/08856257.2014.933545

Peder Haug's Commentary: Title: Empirical Shortcomings? A Comment on Kerstin Göransson and Claes Nilholm Journal: European Journal of Special Needs Education, Volume 29, Issue 3, Pages 283–285 DOI: 10.1080/08856257.2014.933548 Haug discusses the challenges of defining inclusion and the implications for research methodologies. Title: A Continuing Need for Conceptual Analysis into Research on Inclusive Education: Response to Commentators Journal: European Journal of Special Needs Education, Volume 29, Issue 3, Pages 295–296 DOI: 10.1080/08856257.2014.933547

S.Agzamkhodjaeva, (2025). Conceptual Diversities and Empirical Shortcomings: A Critical Analysis of Research on Inclusive Education. Innovative and technical: Conference on Scientific Innovations and Research

S.Agzamxodjaeva, (2025). THE IMPACT OF TEACHER TRAINING IN SPECIAL EDUCATION ON THE IMPLEMENTATION OF INCLUSION IN MAINSTREAM CLASSROOMS. International scientific and practical online conference (June 4-5, 2025)

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