A group of students from the Faculty of Pedagogy at Mingachevir State University, under the guidance of Gunel Najafova, a lecturer at the Department of Pedagogy and Psychology, conducted a training and practical session on inclusive education at the “Child and Family Support Center” located in the city of Mingachevir. The session focused on the topic “Inclusive Education and Ensuring Equal Opportunities.”

The purpose of the training and practical meeting was to provide students studying in pedagogical specializations with the theoretical and practical foundations of inclusive education, as well as to develop and strengthen the skills of future teachers in working with students with disabilities. As part of the event, the students engaged in joint activities with children studying at the center, applying the principles of inclusive education in practice and gaining hands-on experience in this field.

During the meeting, essential knowledge and skills in inclusive education were covered, including the implementation of Universal Design for Learning, developing in-class strategies, improving teachers’ self-reflection skills, forms of cooperation with parents and specialists (psychologists, speech therapists, special educators, etc.), and planning, organizing instruction, and conducting assessment processes in inclusive classrooms.

In addition, the students mastered the key elements of inclusive assessment—analyzing students’ work products, identifying their learning and development directions, and acquiring practical skills to ensure the achievement of the set learning objectives.

The training and practical session was also of great importance in terms of expanding children’s access to quality education, creating learning environments adapted to individual needs, and promoting the principle that no one should be left behind in education. This initiative not only strengthened the professional preparation of future teachers in the areas of social sensitivity, ethical approaches, and fostering an inclusive school culture, but also contributed to enhancing cooperation among families, the center, and schools.

It should be noted that such practice-oriented activities, by expanding university–community cooperation, supporting children in need of special care, strengthening psychological well-being, and promoting equal opportunities, are among the initiatives aimed at building a more inclusive and sustainable society.