This article provides a scientific analysis of the contemporary concepts of inclusive education, their theoretical foundations, and their role in the foreign language education system. Today, inclusive education is regarded not only as a means of integrating learners with special educational needs into mainstream education but also as an essential model for organizing high-quality, equitable, and inclusive education based on equal opportunities for all. The article examines the potential of Universal Design for Learning (UDL), differentiated instruction, cooperative learning, digital pedagogy, and artificial intelligence technologies in foreign language teaching. In addition, it analyzes methodological approaches to teaching foreign languages in inclusive educational settings and evaluates the effectiveness of modern pedagogical technologies in promoting inclusive language learning.
| Mualliflar | Jabborova, Dildora, Жабборова, Дилдора, Jabborova, Dildora |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-06-05 |
| Jild | 4 |
| Son | 3 |
| Betlar | 215-220 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol4-iss3-pp215-220 |
DOI: 10.47689/2181-3701-vol4-iss3-pp215-220 · Maqolaning asl sahifasi
inclusive education, foreign language education, Universal Design for Learning (UDL), differentiated instruction, artificial intelligence, digital pedagogy, competency-based approach, individualized learning., инклюзивное образование, обучение иностранным языкам, Universal Design for Learning (UDL), дифференцированное обучение, искусственный интеллект, цифровая педагогика, компетентностный подход, индивидуализированное обучение, inklyuziv a’ta’lim, xorijiy til, Universal Design for Learning, differensial a’ta’lim, sun’iy intellekt, raqamli pedagogika, kompetensiyaviy yondashuv, individual a’ta’lim
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