ONA TILI DARSLARIDA DISLEKSIYASI BOR O‘QUVCHILAR BILAN ISHLASH AMALIYOTINING MAVJUD HOLATI

KIRISH: zamonaviy ta’limda inkluziv yondashuv har bir o‘quvchining individual ehtiyojlarini hisobga olishni talab etadi. ona tili darslarida disleksiyasi bor o‘quvchilar o‘qish va yozishda jiddiy qiyinchiliklarga duch kelmoqdalar, biroq umumta’lim maktablarida ularga yo‘naltirilgan tizimli metodik yondashuvlar hali yetarli darajada yo‘lga qo‘yilmagan. MAQSAD: tadqiqotning maqsadi umumta’lim maktablarida ona tili darslarida disleksiyasi bor o‘quvchilar bilan ishlashning amaliy holatini tahlil qilish, mavjud muammolarni aniqlash hamda o‘qituvchilarning metodik tayyorgarligi va o‘quv materiallarini moslashtirish bo‘yicha takliflar ishlab chiqishdan iborat. MATERIALLAR VA METODLAR: maqolada umumta’lim maktablaridagi ona tili darslari jarayonini kuzatish, mavjud darsliklar va topshiriqlar tizimini tahlil qilish hamda o‘qituvchilarning metodik kompetensiyasini baholash metodlaridan foydalanildi. Shuningdek, differensial va multisensor ta’lim yondashuvlari nazariy asos qilib olindi. MUHOKOMA VA NATIJALAR: tahlillar shuni ko‘rsatdiki, darsliklar va baholash mezonlari disleksiyasi bor bolalar uchun moslashtirilmagan, o‘qituvchilarda esa maxsus metodik ko‘nikmalar yetishmaydi. Sinfda o‘quvchilar sonining ko‘pligi va vaqt qisqaligi individual yondashuvni amalga oshirishni murakkablashtirayotgan asosiy omillar sifatida aniqlandi. HULOSA: disleksiyasi bor o‘quvchilarning o‘zlashtirish darajasini oshirish uchun o‘qituvchilarning metodik malakasini oshirish, o‘quv topshiriqlarini differensiallashtirish va baholash tizimini moslashtirish zarur. Inkluziv muhitni takomillashtirish orqali ushbu o‘quvchilarning motivatsiyasini va o‘quv samaradorligini ta'minlash mumkin.

INTRODUCTION: an inclusive approach in modern education requires considering the individual needs of every student. In native language classes, students with dyslexia face significant challenges in reading and writing; however, systematic methodological approaches for supporting them in general secondary schools are not yet fully established. AIM: the objective of the study is to analyze the current practice of teaching students with dyslexia in native language classes, identify existing challenges, and develop proposals for enhancing teacher preparedness and adapting instructional materials. MATERIALS AND METHODS: the study employed methods such as classroom observation of native language lessons, analysis of current textbooks and assignment systems, and assessment of teachers' methodological competence. The theoretical framework is based on differentiated and multisensory learning approaches. RESULTS AND DISCUSSION: the analysis revealed that textbooks and assessment criteria are not adapted for children with dyslexia, and teachers lack specialized pedagogical skills. Large class sizes and limited lesson time were identified as key factors hindering the implementation of an individualized approach. CONCLUSION: to improve the academic performance of students with dyslexia, it is essential to enhance teachers' methodological skills, differentiate learning tasks, and adapt assessment systems. Improving the inclusive environment is vital to ensuring these students' motivation and educational success.