DEONTOLOGICAL PREPARATION OF FUTURE PEDAGOGUES FOR INCLUSIVE EDUCATION: A COMPARATIVE ANALYSIS OF FOREIGN AND NATIONAL EXPERIENCE

Abstract

This article analyzes advanced foreign and national experiences in the deontological preparation of future pedagogues for inclusive education. The research synthesizes the humanistic principles of inclusive education with the ideas of professional duty and ethical responsibility in pedagogical deontology, examining practices within higher pedagogical education systems across various countries. Foreign experiences, particularly the deontological approaches to inclusive education in Scandinavian countries, Canada, and Western European nations, their curricula, and practical examples, are analyzed. Existing achievements and shortcomings in the national education system are identified, and possibilities for adapting advanced foreign practices to the conditions of Uzbekistan are discussed. The research findings will serve as a basis for developing practical recommendations for forming the inclusive-deontological competence of future pedagogues.