Oʻzbekcha
KO‘ZI OJIZ BOSHLANG‘ICH SINF O‘QUVCHILARINING TA’LIMIY FAOLLIGINI OSHIRISHDA INTERFAOL METODLARNING O‘RNI
Дата публикации
09.10.2026
Журнал
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Выпуск
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Аннотация
Ushbu maqolada ko‘zi ojiz va zaif ko‘ruvchi boshlang‘ich sinf o‘quvchilarining ta’lim jarayonidagi faolligini oshirishda interfaol metodlar hamda assistiv texnologiyalarning o‘rni tadqiq etilgan. Tadqiqotning asosiy maqsadi – inklyuziv ta’lim doirasida ko‘rish imkoniyati cheklangan bolalar uchun moslashtirilgan multi-sensorli, o‘yinli va hamkorlikka asoslangan ta’lim muhitining samaradorligini ilmiy tahlil qilishdan iborat. Metodologiya xalqaro tajribalar, maxsus ta’limdagi zamonaviy tendensiyalar va amaliy tadqiqotlarni qiyosiy o'rganishga tayanadi. Natijalar shuni ko‘rsatadiki, amaliy mashg‘ulotlar (hands-on activities), ta’limiy o‘yinlar (masalan, Vi-Connect) va interfaol multi-sensor muhit nafaqat o‘quvchilarning fanlarni o‘zlashtirishini, balki ularning ijtimoiy moslashuvini ham sezilarli darajada yaxshilaydi. Xulosa o‘rnida ko‘zi ojiz o‘quvchilar uchun interfaol ta’lim texnologiyalarini amaliyotga joriy etish bo‘yicha metodik tavsiyalar ishlab chiqilgan.
Ключевые слова
assistiv texnologiyalar
boshlang‘ich ta’lim
hamkorlikda o‘qitish
ijtimoiy moslashuv
inklyuziv ta’lim
interfaol metodlar
ko‘zi ojiz o‘quvchilar
ta’limiy o‘yinlar
multi-sensor muhit
Русский
В данной статье исследуется роль интерактивных методов и ассистивных технологий в повышении образовательной активности слепых и слабовидящих учащихся начальных классов. Основная цель исследования – научный анализ эффективности адаптированной мультисенсорной, игровой и коллаборативной образовательной среды для детей с нарушениями зрения в рамках инклюзивного образования. Методология опирается на сравнительное изучение международного опыта, современных тенденций в специальном образовании и практических исследований. Результаты показывают, что практические занятия (hands-on activities), обучающие игры (например, Vi-Connect) и интерактивная мультисенсорная среда значительно улучшают не только усвоение предметов, но и социальную адаптацию учащихся. В заключение разработаны методические рекомендации по внедрению интерактивных образовательных технологий для незрячих учащихся
ассистивные технологии
интерактивные методы
начальное образование
совместное обучение
социальная адаптация
слепые учащиеся
инклюзивное образование
мультисенсорная среда
обучающие игры
English
This article explores the role of interactive methods and assistive technologies in increasing the educational activity of visually impaired primary school students. The main purpose of the study is a scientific analysis of the effectiveness of an adapted multi-sensory, game-based, and collaborative educational environment for children with visual impairments within inclusive education. The methodology relies on a comparative study of international experience, modern trends in special education, and practical research. The results indicate that hands-on activities, educational games (e.g., Vi-Connect), and an interactive multi-sensory environment significantly improve not only students' subject comprehension but also their social adaptation. In conclusion, methodological recommendations for the implementation of interactive educational technologies for visually impaired students are developed
assistive technologies
collaborative learning
educational games
interactive methods
primary education
social adaptation
visually impaired students
inclusive education
multi-sensory environment
1. Awang Zainal A. Z. [et al.]. Exploring the use of assistive technology in special education: Issues and trends for student visual impairments: A systematic literature review // Assistive Technology. – 2026. – Vol. 38, No. 4. – P. 372-387.
2. Emara I. H. Mediated connection: teacher perspectives on games as communicative platforms for visually impaired students // Communication Research and Practice. – 2026. – Vol. 12, No. 2. – P. 232-251.
3. Farhan W., Razmak J. A comparative study of an assistive e-learning interface among students with and without visual and hearing impairments // Disability and Rehabilitation: Assistive Technology. – 2022. – Vol. 17, No. 4. – P. 431-441.
4. Ganetsou E. [et al.]. ‘Make A Change’: A Comprehensive Synthesis of School-Based Interventions for Teaching Environmental Adaptiveness, Conceptual Comprehension, and Collaborative Learning to Elementary School Children with Visual Impairments // International Journal of Childhood Education. – 2024. – Vol. 5, No. 1. – P. 14-27.
5. Manitsa I. [et al.]. The development of Vi-Connect: An educational game for the social inclusion at school of students with vision impairment // Plos one. – 2024. – Vol. 19, No. 12. – e0306805.
6. Rocha F. [et al.]. Exploring collaboration in programming activities with children with visual impairments: a 10-session study in a school setting // Proceedings of the ACM on Human-Computer Interaction. – 2025. – Vol. 9, No. 2. – P. 1-22.
7. Yektyastuti R. Learning Science Beyond Sight: Conceptual Engagement of Elementary School Students with Visual Impairment through Hands-On Activities // F1000Research. – 2026. – Vol. 14. – 1271.
8. Zhang Q. Interactive multi-sensory environment (iMSE) design to support social engagement for visually impaired (VI) children in China // Proceedings of the 23rd Annual ACM Interaction Design and Children Conference. – 2024. – P. 980-983.
