THE ROLE OF THE INCLUSIVE EDUCATION SYSTEM IN THE DEVELOPMENT OF THINKING OPERATIONS IN ADOLESCENT STUDENTS

Authors

  • Miuagul Madiyarovna Djolımbetova

    Nukus State Pedagogical Institute named after Ajiniyaz image/svg+xml

  • Sapura Jalgasbayevna Joldasbayeva

    Nukus State Pedagogical Institute named after Ajiniyaz image/svg+xml

Keywords: inclusive education, adolescence, thinking operations, cognitive flexibility, formal-operational thinking, metacognition, zone of proximal development

Abstract

The article highlights the role and psychological-pedagogical mechanisms of the inclusive educational environment in developing thinking operations (analysis, synthesis, comparison, abstraction, generalization) in adolescent students. Inclusive education is analyzed as a factor that accelerates cognitive flexibility, metacognitive skills, and formal-operational thinking not only for children with special educational needs, but also for neurotypical adolescents. Based on the theories of L.S.Vygotsky and J.Piaget, the study demonstrates cognitive and neuropsychological transformations.

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