CREATING INTEGRATED LEARNING MODULES: STRUCTURE AND CONTENT OF THE MODEL FOR TEACHING SPECIAL PEDAGOGY BASED ON AN INTEGRATIVE APPROACH

Abstract

The modernization of higher pedagogical education necessitates a structural transition from traditional monodisciplinary teaching toward advanced integrative models. This article delineates the development, architectural structure, and substantive content of an integrated learning model designed for teaching Special Pedagogy within Higher Education Institutions (HEIs). The research conceptualizes a multidisciplinary framework that synthesizes pedagogical neuroscience, suggestopedia, and clinical disciplines to cultivate future educators’ “suggestive-resocialization competence.” By implementing these integrated training modules across key pedagogical institutes in Uzbekistan, the study empirically demonstrates a significant enhancement in students’ professional readiness to manage, rehabilitate, and reintegrate youth with deviant and socially non-adaptive behaviors back into society.