About the Department The Special Pedagogy Department was established in 2021. It separated from the "Music Education and Defectology" department within the Faculty of Pedagogy, following Decision No. 4 of Protocol No. 1 of the Academic Council of Chirchiq State Pedagogical Institute in 2020. The department is located at: Chirchiq State Pedagogical University, Main building, Room 416, Tashkent region.

Mission and Goals The core mission of the department is to stabilize private initiatives in ensuring access to quality education suitable for all individuals (mixed, inclusive, special, and dual education) across the globe. Our primary goal is:

• To provide high-quality personnel for inclusive and special education, integrating innovative ideas with practical application. The department has a medium-term strategic development program planned for 2025.

Curricula The department provides education to bachelor's and master's students in the fields of logopedics, typhlopedagogy, sign language interpretation, and surdopedagogy.

• 1st-year Master's:
  • 70110301 – Surdopedagogy
• 1st-year Bachelor's:
  • 60110300 – Logopedics
  • 60110300 – Typhlopedagogy
  • 60110300 – Sign Language Interpretation Activities
• 2nd-year Bachelor's:
  • 60112700 – Logopedics
  • 60112700 – Sign Language Interpretation Activities
  • 60112700 – Typhlopedagogy
• 3rd-year Bachelor's:
  • 60112700 – Logopedics
  • 60112700 – Typhlopedagogy
  • 60112700 – Surdopedagogy
• 4th-year Bachelor's:
  • 60110400 – Logopedics

Scientific Research Directions and Projects The Special Pedagogy Department is engaged in scientific research across several strategic areas. These directions aim to conduct scientific research that meets modern educational demands, expand collaboration with national and international scientific communities, and achieve practical outcomes.

Scientific and Methodological Center: “Bolalar sayyorasi” (Children's Planet) The "Bolalar sayyorasi" scientific and methodological center, operating under the department, aims to test students' original methodologies in laboratory conditions for individual development, provide comprehensive services for children with disabilities and their families, and ensure students' professional growth through rapid diagnostic processes for children. Furthermore, it assists in testing students' original methodologies related to correctional work for various disability categories, helps in forming their personal conclusions, and plays a significant role in promptly addressing the problems of children involved in inclusive education and assisting the subjects of the Pedagogical Education Innovation Cluster (children, pedagogues, and parents).