INCLUSIVE EDUCATION: PRINCIPLES, CHALLENGES, AND PEDAGOGICAL IMPLICATIONS
Keywords:
Inclusive Education; Diversity in Learning; Differentiated Instruction; Universal Design for Learning; Equity in Education; Special Educational Needs; TeacherAbstract
This article examines the concept of Inclusive Education, which aims to ensure
that all learners, regardless of their physical, cognitive, social, or cultural differences,
have equitable access to quality education. The paper analyzes theoretical foundations,
pedagogical practices, and policy frameworks that support inclusivity in classrooms.
Key themes include differentiated instruction, universal design for learning, teacher
attitudes and preparedness, and social-emotional support for diverse learners.
Challenges such as resource limitations, systemic barriers, and teacher training are also
discussed. The study concludes that inclusive education requires not only curricular
and instructional adaptations but also a shift in educational culture toward equity,
respect, and empowerment.
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