BAZAROV, Sardor. DEVELOPING AN EMPIRICAL FRAMEWORK TO EVALUATE PRE-SERVICE TEACHERS’ READINESS FOR INCLUSIVE CLASSROOM PRACTICE. International Conference on Social Sciences & Humanities, [S. l.], v. 2, n. 2, p. 92–94, 2026. DOI: 10.5281/zenodo.18656949. Disponível em: https://uniconflix.com/index.php/ICSH/article/view/3316. Acesso em: 5 juill. 2026.