Inclusive education has emerged as one of the central pillars of contemporary human rights law, affirming the principle that no person should be excluded from learning opportunities on the basis of disability. While international legal instruments such as the Convention on the Rights of Persons with Disabilities (CRPD) establish strong obligations for States to ensure access to inclusive education, the translation of these commitments into effective national reforms remains uneven. This article examines theright to education of persons with disabilities through the lens of international human rights standards and the legislative reforms undertaken within Uzbekistan. It situates the issue within the broader normative framework established by the United Nations and regional human rights systems, before turning to the domestic legal order to analyze the extent to which global commitments are reflected in national law and policy. In doing so, the article highlights persistent challenges—including accessibility barriers, limited resources, and societal stigma—that hinder the effective realization of inclusive education. Drawing on doctrinal analysis and comparative perspectives, it argues for the harmonization of domestic legal frameworks with international standards and emphasizes the importance of sustained reforms. Ultimately, the paper underscores inclusive education as both a legal obligation and a catalyst for advancing equality, dignity, and social integration for persons with disabilities
Inclusive education has emerged as one of the central pillars of contemporary human rights law, affirming the principle that no person should be excluded from learning opportunities on the basis of disability. While international legal instruments such as the Convention on the Rights of Persons with Disabilities (CRPD) establish strong obligations for States to ensure access to inclusive education, the translation of these commitments into effective national reforms remains uneven. This article examines theright to education of persons with disabilities through the lens of international human rights standards and the legislative reforms undertaken within Uzbekistan. It situates the issue within the broader normative framework established by the United Nations and regional human rights systems, before turning to the domestic legal order to analyze the extent to which global commitments are reflected in national law and policy. In doing so, the article highlights persistent challenges—including accessibility barriers, limited resources, and societal stigma—that hinder the effective realization of inclusive education. Drawing on doctrinal analysis and comparative perspectives, it argues for the harmonization of domestic legal frameworks with international standards and emphasizes the importance of sustained reforms. Ultimately, the paper underscores inclusive education as both a legal obligation and a catalyst for advancing equality, dignity, and social integration for persons with disabilities
| № | Author name | position | Name of organisation |
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| 1 | Akilbekova S.. | Trainee teacher | Karakalpak State university |
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