Theoretical and methodological foundations for improving management mechanisms in multidisciplinary educational and rehabilitation institutions for children with special educational needs in Uzbekistan

Abstract

Introduction. The contemporary development of the education and rehabilitation system for children with special educational needs requires effective, evidence-based management. Multidisciplinary institutions are particularly significant here, as they rely on interdisciplinary and interagency collaboration. However, current practice indicates that existing management methods do not fully support comprehensive care for these children. This highlights the need for a scholarly understanding of managerial processes and new integrative approaches aimed at enhancing educational and rehabilitation outcomes.

Materials and Methods. The study involved 790 respondents, including administrative personnel, teachers, and parents of children studying and undergoing rehabilitation at Imkon institutions in Tashkent region, as well as in such cities as Zarafshan, Karshi, and Nukus. Research methods included author-developed questionnaires designed to identify effective management directions and mechanisms in multidisciplinary education and rehabilitation institutions for children with special educational needs.

Results. The study presents an integrative management model as a holistic socio-pedagogical system, ensuring the sustainability and adaptability of a multidisciplinary institution with an inclusive environment. The model is based on the following elements: organizational vectors for implementing effective management mechanisms in a multidisciplinary educational and rehabilitation institution; management principles for multidisciplinary organizations; mechanisms for developing integrative inclusive environments and management approaches; and tools for assessing and monitoring the effectiveness of management mechanisms. This model ensures the institutional alignment of interdisciplinary collaboration and resource coordination. Consequently, the institution operates as an open, self-developing system focused on sustainable educational and rehabilitation outcomes.

Conclusions. Empirical research confirmed the effectiveness of the integrative management module as a comprehensive managerial intervention in a multidisciplinary institution. Initial assessments revealed insufficient managerial coherence, limited interdisciplinary synergy, and underdeveloped social partnerships. Implementing the integrative module facilitated the systemic convergence of strategic management, pedagogical design, and team interaction. Final monitoring and statistical verification demonstrated stable positive changes across key performance indicators. The findings indicate the model’s high validity and its potential for systemic transformation of management in inclusive and rehabilitation educational environments.