Inclusive Education Strategies for Equitable Development of Learners with Special Needs
Keywords:
Equitable Development, Inclusive Education, Strategies, Learning, Special NeedsAbstract
This study investigated the inclusive education strategies for equitable development of learners with special needs. This research explored methods aimed at promoting equal educational opportunities for students with disabilities. Emphasizing the significance of welcoming differences and fostering tolerance within an inclusive educational environment is crucial for all disabled learners. The study elucidates the significance of integrating disabled children in regular classrooms and highlights the positive views held by educators, principles, and pupils on promoting inclusivity within educational settings. Several obstacles impede its adoption due to issues like insufficient teacher training programmes, limited resources for education infrastructure, difficulties fostering student interactions, insufficiencies related to parents’ involvement or support, and gaps in legal frameworks supporting its application. Various theoretical frameworks including social constructivism, humanistic, and UDL were explored to highlight their significance in tackling issues encountered within inclusive schooling contexts. The social constructionist perspective elucidates how cooperative group activities within educational settings help reduce instances of student exclusion among peers. Humanistic focuses on fostering holistic advancement for everyone’s well-being; it also caters to those who have special learning requirements. The outcomes of this
research is to highlight the significant impact of integrating inclusivity into regular educational settings, demonstrating its ability to positively affect both children with disabilities and those without additional challenges.
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