INCLUSIVE EDUCATION AS EQUALITY OF EDUCATION SYSTEMS AND A PRIORITY COURSE OF MODERN STATE POLICY

Abstract

This study explores inclusive education as a fundamental component of modern educational policy and a means to ensure equal access for all learners. It examines the historical evolution of inclusive practices, international normative frameworks such as the Salamanca Statement (1994) and the UN Convention on the Rights of Persons with Disabilities (2006), and interdisciplinary scholarly perspectives from pedagogy, sociology, and international relations. Comparative analysis of national models highlights diverse approaches in Europe, North America, East Asia, Latin America, and Central Asia, including Uzbekistan. The findings demonstrate that inclusive education not only enhances learning opportunities but also promotes social equity, human development, and the achievement of Sustainable Development Goals, particularly SDG 4 and SDG 10.