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Journal articles on the topic 'Inclusive Curriculum'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Dr., Chandrahasa G. "Inclusive Education Issues and Challenges of Inclusive Education." International Journal of Innovative Science and Research Technology 7, no. 11 (2022): 1481–83. https://doi.org/10.5281/zenodo.7463710.

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Inclusive education has a collaborative and respectful school culture. Inclusive education faces many challenges and problems. Inclusive education is taking steps to overcome many problems of education. The challenges facing inclusive education are divided in to 4 categories. Attitudinal Barriers. Social Barriers. Infrastructural Barriers. Economic Barriers.  Social and curricular adoption Making all options of education. Developing strategies for meeting the education. The curriculum should meet all the requirements of inclusive education. Achieving national integrity through curriculum. Dev

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Koerich, Ana Carolina Mosimann, Arléria Silva, Cleia Patricia Rodrigues de Sousa, et al. "DIGITAL CURRICULUM AS AN INCLUSION TOOL." ARACÊ 7, no. 6 (2025): 32713–23. https://doi.org/10.56238/arev7n6-210.

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This study addressed the impact of digital curriculum on promoting educational inclusion, focusing on accessibility for students with special needs in basic and higher education. The central research problem was to investigate how digital curricula can be structured inclusively, ensuring accessibility for all students. The general objective was to analyze the implementation of inclusive digital curricula, identifying methodologies and tools that foster educational inclusion. The research was bibliographic in nature, analyzing studies, articles, and theories on digital curriculum implementation

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Santos, Romércia Batista dos, Ana Cláudia Sousa Mendonça, Iarley Pereira de Sousa, and Veruska Pedrosa Barreto. "School education and curriculum: Common National Curriculum Base and inclusive education." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 3, no. 1 (2022): e13635. http://dx.doi.org/10.20952/jrks3113635.

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This study aims to foment reflections on School Education and the historical perspective of curriculum theories, within the institutions, having the Common National Curriculum Base (BNCC) as one of the references, while asking how Inclusive Education is placed in this construction that is thought of as an education for all. This is a documentary and bibliographic research that dialogues with authors who discuss the curriculum such as Ribeiro (2017), Arroyo (2014), among others. In conclusion, it was evident that it is worth reflecting on the current proposal of the BNCC, analyzing its foundati

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Bestari, Dinda, and Dety Mulyanti. "Analysis and Implementation of the Effectiveness of Independent Curriculum at the Kupompong Child Growth and Development Clinic Inclusive Education Institution in Surabaya." Journal of Education Method and Learning Strategy 2, no. 03 (2024): 1024–49. http://dx.doi.org/10.59653/jemls.v2i03.1001.

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The study aims to evaluate the effectiveness of the Independent Inclusion Curriculum in enhancing learning outcomes for students with learning difficulties, such as slow learners, and those with emotional, behavioral, and intellectual barriers, as well as ADHD. It also examines differences in curriculum implementation across various educational institutions, including therapy centers for children with special needs. This qualitative phenomenological study involved observations, interviews, and documentation at the Kupompong Surabaya Child Growth and Development Clinic. Researchers collected da

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Wren, Yvonne, and Jill Parkhouse. "Working towards an Inclusive Curriculum." International Journal of Language & Communication Disorders 33, S1 (1998): 620–25. http://dx.doi.org/10.3109/13682829809179496.

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Rapacha, Lal-Shyãkarelu. "Inclusive Curriculum in Nepal's Context." Crossing the Border: International Journal of Interdisciplinary Studies 1, no. 1 (2014): 85–102. http://dx.doi.org/10.3126/ctbijis.v1i1.10472.

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Inclusive curriculum in contemporary Nepal’s technical and higher education policy, programme, content and system is a dire need for making our education innovative technically and more competitive globally since our policy, programme, content and system till date have remained monolithic - thus feudalistic in structure as well as nature and in content mainly dominated by western colonial principle rather than by our own national indigenous knowledge. Nepal within her (its) national boundary, has a rich vein of indigenous knowledge (i.e. tangible and intangible cultural heritage including lang

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Mara, Daniel, and Elena-Lucia Mara. "Curriculum Adaption in Inclusive Education." Procedia - Social and Behavioral Sciences 46 (2012): 4004–9. http://dx.doi.org/10.1016/j.sbspro.2012.06.187.

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Kriswanto, Didi, Suyatno Suyatno, and Sukirman Sukirman. "Towards Inclusive Education: A Conceptual Model for Curriculum Management in Inclusive Schools." Indonesian Journal of Education and Social Studies 3, no. 2 (2024): 99–110. https://doi.org/10.33650/ijess.v3i2.8993.

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Providing access to learning in inclusive schools for children with special needs in Indonesia is still concerning. The implementation of the curriculum in inclusive schools has not been able to accommodate all Children with Special Needs. This study aimed to find a conceptual model of curriculum management as an alternative and practical approach to implementing inclusive schools. This study was conducted in one of the elementary schools in Yogyakarta using qualitative methods with case study. Data collection was carried out through observation, interviews, and documentation. Triangulation of

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Ummah, Aminatul. "PERENCANAAN DAN AKTUALISASI KURIKULUM DI SEKOLAH BERBASIS INKLUSI." EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi 11, no. 4 (2024): 2287–98. http://dx.doi.org/10.47668/edusaintek.v11i4.1453.

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The research based on the existence of inclusive-based schools that receive students who have special needs to study together in the regular class. Every people has equal right in education so that the government socializes for each region to have a child-friendly inclusion school with student who have special needs. Curriculum and learning are the main foundations of educational success, therefore researchers focus on curriculum management and learning in inclusive-based schools.The focus of this research is learning and Curriculum management in inclusive school. The method used in this resea

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Bracy, Wanda. "Approaches to the incorporation of diversity: Implications for the inclusive curriculum." Journal of Baccalaureate Social Work 2, no. 1 (1996): 43–62. http://dx.doi.org/10.18084/1084-7219.2.1.43.

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This article provides a typology of approaches to the inclusion of diversity in the curriculum and a discussion of the issues and concerns in the development of an inclusive curriculum. The typology consists of two broad dimensions that underlie various approaches to inclusion: 1) the diversity as variety perspective; and, 2) the diversity as critical perspective. Various approaches are classified within these two perspectives and for each approach the curriculum goals and objectives, nature of knowledge content, instructional strategies, and contributions and criticisms are presented. The art

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Nugraheni, Dwi Budiarti, and Sugito. "Implementation of Inclusive Education of Elementary Schools: a Case Study in Karangmojo Sub-District, Gunungkidul Regency." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 214–23. https://doi.org/10.11591/edulearn.v12i2.8727.

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This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between s

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Muhammad, Khaeratun Nafisyah, and Nilam Sari. "The Role of Teachers in Inclusive Education: Curriculum and Learning Adaptation Strategies for Students with Special Needs at BAITURRAHMAN BIMA SLB." RESEARCH REVIEW International Journal of Multidisciplinary 10, no. 5 (2025): 248–57. https://doi.org/10.31305/rrijm.2025.v10.n5.025.

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This study aims to determine the Role of Teachers in Inclusive Education and Learning Strategies and Curriculum Adaptation for Children with Special Needs . This study attempts to analyze the role of teachers in inclusive education: curriculum adaptation strategies and learning for students with special needs at SLB Baiturrahman Bima. The type of research used in this study is a descriptive analysis method. The results of this study indicate that the role of teachers in realizing inclusion in the context of education is very important. Teachers have the primary responsibility in creating an in

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SHEY, Patrick Fonyuy. "Conceptualising Inclusive Curriculum as a Multi-Dimensional and Highly Contextual Contraption for Inclusive Education." Greener Journal of Arts and Humanities 7, no. 1 (2018): 1–11. https://doi.org/10.15580/GJAH.2018.1.091018134.

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The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education opportunity for all. In most developed countries this has led to the development of the concept of an inclusive curriculum for ordinary schools. African countries especially those South of the Sahara are still grabbling with the etymological understanding of the concept of inclusive Education. This paper looks at the implications of an inclusive curriculum that has a common content for all pupils based on the national curriculum. This requires a significant paradigm s

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Moll. "Citizen Epistemology and Interdisciplinary, Inclusive Curriculum." Journal of General Education 68, no. 1-2 (2020): 19. http://dx.doi.org/10.5325/jgeneeduc.68.1-2.0019.

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Snapp, Shannon D., Hilary Burdge, Adela C. Licona, Raymond L. Moody, and Stephen T. Russell. "Students’ Perspectives on LGBTQ-Inclusive Curriculum." Equity & Excellence in Education 48, no. 2 (2015): 249–65. http://dx.doi.org/10.1080/10665684.2015.1025614.

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Pridham, Bruce, Dona Martin, Kym Walker, Rosie Rosengren, and Danielle Wadley. "Culturally Inclusive Curriculum in Higher Education." Australian Journal of Indigenous Education 44, no. 1 (2015): 94–105. http://dx.doi.org/10.1017/jie.2015.2.

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The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers with Indigenous education as its foundation. Most importantly, the paper presented here provides an overview of how to develop culturally appropriate pedagogical practice through culturally inclusive curriculum. Both the unit of work and the paper are

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Fennick, Ellen. "Coteaching An Inclusive Curriculum for Transition." TEACHING Exceptional Children 33, no. 6 (2001): 60–66. http://dx.doi.org/10.1177/004005990103300608.

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Suleymanov, Farid Alamdar oglu. "INDIVIDUALLY ADAPTED CURRICULUM FOR INCLUSIVE EDUCATION." Education and science journal, no. 10 (January 1, 2015): 80–93. http://dx.doi.org/10.17853/1994-5639-2015-10-80-93.

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Szydlowska, Agnieszka. "Designing an inclusive undergraduate nursing curriculum." British Journal of Nursing 34, no. 14 (2025): 732–33. https://doi.org/10.12968/bjon.2024.0396.

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Thohri, Muhammad. "Development of Arabic Language Curriculum Focused on Diversity and Inclusion." An Nabighoh 26, no. 1 (2024): 31–50. http://dx.doi.org/10.32332/annabighoh.v26i1.31-50.

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This literature review explores the development of an Arabic language curriculum prioritizing diversity and inclusion in an interconnected global context. It aims to formulate a curriculum catering to learners from diverse cultural backgrounds, abilities, and learning preferences, ensuring fair access and meaningful engagement. The methodology involves an extensive literature review, expert consultations, and data collection through surveys, interviews, and focus group discussions. Thematic coding and triangulation facilitate data analysis, revealing the importance of integrating diverse persp

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Grant, Robert, Mimi Masson, and Shawna M. Carroll. "Unravelling the silence around gender and sexuality in a second language curriculum." Journal of Language and Discrimination 8, no. 2 (2024): 217–37. https://doi.org/10.3138/jld-2024-0105.

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This study explores the ways in which marginalised genders and sexualities are discussed in the French as a second language (FSL) curriculum in Ontario, Canada. The aim of this paper is to consider how official policy documents reinforce or challenge possibilities for inclusive teaching/curriculum development in modern language programs. Drawing on anti-colonial feminism (Carroll 2018) and queer linguistics (Leap 2015) frameworks, this research employs a critical discourse analysis to investigate how the FSL Grades 9–12 curriculum either reinforces or disrupts cisheteropatriarchal practices. D

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Mukminin, Amirul, Akhmad Habibi, Lantip Diat Prasojo, Abdullah Idi, and Afreni Hamidah. "Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum." Center for Educational Policy Studies Journal 9, no. 2 (2019): 53. http://dx.doi.org/10.26529/cepsj.543.

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The goal of education is to foster all students’ intellectual, social, and personal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, social class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their students and by including their voices. However, how can students be successful academ

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Silva, Lana Thaís Santos, Veleida Anahi Cápua Silva Charlot, and João Paulo Attie. "Curriculum as a space of opportunities: adaptations and understanding of Mathematics teachers about inclusive education." Revista de Ensino de Ciências e Matemática 14, no. 1 (2023): 1–19. http://dx.doi.org/10.26843/rencima.v14n1a21.

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This article presents a bibliographical research, of a qualitative nature, which aimed to: a) identify the main curricular adaptations in the teaching of Mathematics to serve students from the perspective of inclusive education; b) analyze how teachers recognize themselves in the curriculum production process, respecting the specificities of students. Data collection was carried out by reading selected works that address the theme of inclusive mathematics teaching. Regarding the examination of the data, we opted for Content Analysis. As a result, we can point out that flexibility in the curric

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Vaughan, Kelly. "Teaching as Curriculum Curation." Journal of Curriculum Theorizing 39, no. 4 (2024): 67–87. https://doi.org/10.63997/jct.v39i4.1115.

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From increasing calls for multicultural and inclusive books to media stories about books being banned in elementary schools, curriculum debates have become increasingly contentious. These debates illuminate key questions in curriculum studies: What is the knowledge of most worth? And who decides? In this article, I utilize a curriculum studies in education framework to engage and extend the literature supporting multicultural and inclusive children’s literature and critical literacy while emphasizing the role of teachers-as-curators. After analyzing the results of a year-long project in which

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Ainiyah, Ziana Dhurrotul. "Challenges and Strategies for Implementing Inclusive Curriculum in Elementary Schools." Tarsib: Jurnal Program Studi PGMI 2, no. 1 (2024): 1–5. http://dx.doi.org/10.61181/tarsib.v2i1.440.

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This study aims to evaluate the challenges and strategies in implementing an inclusive curriculum at Elementary Sshool II Dasin. The methodology used in this study is a qualitative approach, with data collection techniques including interviews, observations, and document analysis. The subjects consist of ten teachers who have been involved in the implementation of the inclusive curriculum over the past two years. The findings indicate several challenges in implementing the curriculum. First, there is a lack of competent human resources, low involvement of parents and the community, and limited

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Teschers, Christoph. "Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development." Teachers' Work 17, no. 1and2 (2020): 73–87. http://dx.doi.org/10.24135/teacherswork.v17i1and2.299.

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The notions of inclusion and diversity have seen an increased used in a wide variety of areas in public debate and policy, and are widely used in educational documents in New Zealand and international since the UNESCO Salamanca Statement in 1994. What is meant by inclusion and diversity in many of these context is often rather unclear, however. The discourse of inclusion could be described as having become the standard for political correctness in official language, without always consequently reflecting on and applying the implications that the use of inclusive language implies. This includes

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Dalrymple, Roger, Jackie Potter, Jane Pritchard, Mary Kitcher, and Nicola Beer. "IDEAS." Journal of Perspectives in Applied Academic Practice 11, no. 2 (2023): 18–23. http://dx.doi.org/10.56433/jpaap.v11i2.535.

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Inclusive curriculum development in Higher Education is increasingly witnessing the development of institutional inclusive curriculum frameworks and toolkits. This short paper introduces one such framework recently developed at a modern university in the South East of England. The IDEAS model (Inclusive learning and teaching, Digital inclusion, Employability learning, assessment for learning, Sustainability mindset) involves a range of distinctive features in both design and scope, and was likewise co-created by colleagues working in the educational development and access and participation dom

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Kunwar, Rajendra, and Sapana Adhikari. "An exploration of the conceptualization, guiding principles, and theoretical perspectives of inclusive curriculum." Journal of Contemporary Research in Social Sciences 5, no. 1 (2023): 1–13. http://dx.doi.org/10.55214/26410249.v5i1.217.

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This paper extensively examines the concept of inclusive curriculum in education by conducting a comprehensive review of relevant literature. Its primary objective is to promote equal opportunities and meaningful learning experiences for all students. The study sheds light on the multifaceted dimensions of inclusive curriculum, investigates key theoretical perspectives in inclusive education, and analyzes the various components of curriculum within an inclusive framework. The inclusive curriculum encompasses content, instructional methods, assessment strategies, and learning environments, whic

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Widyastuti, Windi, and Haryanto Haryanto. "Evaluation of Inclusive Elementary School Learning in Yogyakarta." AL-ISHLAH: Jurnal Pendidikan 15, no. 3 (2023): 2768–79. http://dx.doi.org/10.35445/alishlah.v15i3.1064.

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This study aims to evaluate inclusive school learning at inclusive elementary schools in Yogyakarta. This is an evaluative study using the discrepancy evaluation model by Malcolm Provus through 5 steps of evaluation (design, installation, process, measurement, and comparison) to classify constructs in research papers. Data collection techniques using observation, interviews, and documentation. The validity of the data is done through data triangulation. The evaluation uses a discrepancy evaluation model. The results showed that: 1) inclusive school learning planning in this school used a curri

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Olateju Temitope Akintayo, Chima Abimbola Eden, Oyebola Olusola Ayeni, and Nneamaka Chisom Onyebuchi. "Inclusive curriculum design: Meeting the diverse needs of students for social improvement." International Journal of Applied Research in Social Sciences 6, no. 5 (2024): 770–84. http://dx.doi.org/10.51594/ijarss.v6i5.1100.

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Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional metho

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Karomi, Murah, Syahidallah, and Maryana Junayanti. "An Analysis of the Implementation of the Merdeka Curriculum in Inclusive Schools in East Lombok Regency." JoIEM (Journal of Islamic Education Management) 5, no. 2 (2024): 14–24. http://dx.doi.org/10.30762/joiem.v5i2.3626.

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This research aims to analyse the implementation of the Merdeka curriculum in inclusive schools in East Lombok Regency. Considering the large number of people with disabilities in this area, this research explores the challenges faced by teachers in interactions with students, understanding the curriculum, as well as available resources. Qualitative descriptive research method was used, with data obtained through observation, interviews, and documentation. The results of research on the implementation of the Merdeka curriculum in inclusive schools in East Lombok show a significant positive imp

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Ilham Syachbana, Aqsyal, and Aulia Rahmah. "Conceptualizing Adaptive Curriculum: A Holistic Approach to Inclusive Learning." Edukasi: Journal of Educational Research 3, no. 3 (2023): 113–24. https://doi.org/10.57032/edukasi.v3i3.226.

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Adaptive curriculum is an effort to provide quality learning that suits the needs of students, including students with special needs. Adaptive curriculum with a holistic approach can be a solution to realize an inclusive education system. Inclusive education aims to accommodate the diversity and individual differences of students, so that they can learn together without discrimination. Inclusive education that implements adaptive curriculum with a holistic approach can ensure equal access and participation for all students. Adaptive curriculum that is responsive to the individual needs of stud

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Soumen, Ghosh, and Siva Sankar C. "Competency-Based Teacher Education in Gender and Inclusive Practices." Social Science Journal for Advanced Research 4, no. 5 (2024): 18–25. https://doi.org/10.5281/zenodo.13643389.

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The transition to inclusive education has led to a pedagogical shift, enabling teachers to develop the confidence and competencies needed to create an inclusive environment. The paper relies on the literature on Competency-Based Teacher Education (CBTE) and gender inclusion. The study showed that CBTE programs can prepare future teachers to create inclusive classrooms that respect and value gender diversity. This comprehensive approach addresses all students’ educational needs and promotes a more inclusive society. This comprehensive approach emphasizes mastery of competencies related to

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Olateju Temitope Akintayo, Chima Abimbola Eden, Oyebola Olusola Ayeni, and Nneamaka Chisom Onyebuchi. "Inclusive curriculum design: Meeting the diverse needs of students for social improvement." International Journal of Frontiers in Science and Technology Research 6, no. 2 (2024): 050–59. http://dx.doi.org/10.53294/ijfstr.2024.6.2.0037.

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Inclusive curriculum design is a critical framework in contemporary education aimed at addressing the diverse needs of students for fostering social improvement. This review explores the foundational principles and practical strategies of inclusive curriculum design to enhance educational equity and societal progress. Inclusive curriculum design prioritizes the creation of learning environments that accommodate the varied backgrounds, abilities, and learning styles of all students. It recognizes the importance of representation, diversity, and inclusivity in course content, instructional metho

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Dr., Chetna P. Sonkamble. "INCLUSIVE PEDAGOGY: TEACHING STRATEGIES FOR DIVERSE LEARNERS." Scholarly Research Journal for Humanity Science & English Language 13, no. 67 (2025): 19–25. https://doi.org/10.5281/zenodo.14858397.

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<em>The landscape of education has seen tremendous development over the years, following the innovations led by technology and digitization. In a nutshell, it can simply be put that teaching methods have now become largely student-centered. In the Indian scenario, several examples have shown how conventional teaching methods have only produced a literate population that has strived to meet up with parents’ expectations, higher grades and reverence for curriculum activities. In other words, students have passed out, however with minimal understanding of their own preferences, career-paths

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Mauliddina, Shela Andri, and Dede Margo Irianto. "Implementation of the Independent Learning Curriculum in Inclusive Schools." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2, no. 2 (2023): 1097–101. http://dx.doi.org/10.57235/aurelia.v2i2.699.

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This research post report aims to recognize and analyze the Implementation of the Free Learning Curriculum in Inclusive Schools. This research uses qualitative procedures using a descriptive approach. This method is done by analyzing data or materials obtained from various references such as books, journals, and/or articles. Based on the results of the analysis, it can be concluded that the Independent Curriculum is a curriculum with diverse intracurricular learning where the content will be more optimal so that students have enough time to explore concepts and strengthen competencies. Inclusi

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Tri Astuti, Erwina. "The Implementation of School Based Inclusive Curriculum in Teaching Learning English for Slow Learners." Journal of Islamic Studies and Education 1, no. 3 (2022): 16–22. https://doi.org/10.63120/jise.v1i3.6.

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This research was conducted in an attempt to analyze the teacher’s understanding of School Based Inclusive Curriculum, describe the implementation of School Based Inclusive Curriculum, also to describe the problems encountered by the English teachers in implementing School Based Inclusive Curriculum at SMP Muhammadiyah I Sleman in the academic year 2017/2018.The setting of the research was in seventh and eight grade, and there were two teachers as the subjects. The research used descriptive qualitative method with in three ways collected data by doing the observation, in-depth interview and do

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Donovan, Marie Ann, and Mary Yockey. "Check This Out: Illinois’ Inclusive Curriculum Act." Illinois Reading Council Journal 48, no. 1 (2019): 60–68. http://dx.doi.org/10.33600/ircj.48.1.2019.60.

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Morton, Suzanne, Rosemarie Schade, and Keith J. Lowther. "Gender Balancing History: Towards an Inclusive Curriculum." Labour / Le Travail 40 (1997): 348. http://dx.doi.org/10.2307/25144212.

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King-Sears, Margaret E., Mila Burgess, and Tracey Lynn Lawson. "Applying Curriculum-Based Assessment in Inclusive Settings." TEACHING Exceptional Children 32, no. 1 (1999): 30–38. http://dx.doi.org/10.1177/004005999903200105.

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UDVARI-SOLNER, ALICE, and JACQUELINE S. THOUSAND. "Creating a Responsive Curriculum for Inclusive Schools." Remedial and Special Education 17, no. 3 (1996): 182–91. http://dx.doi.org/10.1177/074193259601700307.

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As school communities begin to serve students with significant disabilities in general education classrooms, there is a need to recognize and employ curriculum orientations and practices that interface with the purposes and principles of inclusive education. this article begins by offering reconstructionism---or the process of critique and reformulation of practice---as a useful orientation for viewing the design of curriculum in inclusive schools. sound theoretical foundations and the use of learner-centered, process-oriented, and communication-based instructional approaches are proposed as p

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Walker, Anthony. "Curriculum Retention and Programming for Inclusive Teaching." New Directions for Teaching and Learning 2014, no. 140 (2014): 77–84. http://dx.doi.org/10.1002/tl.20116.

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Veradegita, Meni, Lailan Najmah, Rahmah Ulvia, Aisyah Nur Batubara, Sayyidatul Husna Tanjung, and Isrobil Umily. "Curriculum Implementation in School of Inclusive Education." International Journal of Multidisciplinary Research of Higher Education 4, no. 1 (2021): 36–43. http://dx.doi.org/10.24036/ijmurhica.v4i1.153.

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In implementing the curriculum there are several stages, namely the planning, implementation and assessment stages. The curriculum used by inclusive education providers is modified according to the needs of the child. This paper aims to look at the implementation of the curriculum in schools providing inclusive education in the aspects of planning, implementing and evaluating learning as well as the factors that support and hinder the implementation of inclusive education. The research method used a qualitative approach with a descriptive method which was carried out at the Minangkabau Nature

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Dewi, Wiwi Purnama, Sudadio Sudadio, and Nurul Anriani. "The Inclusive Learning in Inclusive Education Provider Schools." PPSDP International Journal of Education 2, no. 2 (2023): 514–23. http://dx.doi.org/10.59175/pijed.v2i2.153.

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This writing was motivated by the existence of children with special needs who should have equal rights in obtaining education together with students in general at school. Inclusive education held in schools providing inclusive education must properly prepare learning management that is adapted to the conditions of students with special needs. Children with special needs will study together with students in general in regular classes at schools providing inclusive education. Learning that is prepared by taking into account the conditions of students in class and adjustments to other students i

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Suraj Singh. "Building inclusive classrooms for students with intellectual disabilities." International Journal of Science and Research Archive 14, no. 1 (2025): 1605–9. https://doi.org/10.30574/ijsra.2025.14.1.0259.

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In the recent past there is a dramatic progress towards access to education with the Right to Education Act (RTE 2010) in India. The Government of India (GoI) could progressively succeed in achieving high enrollment of students in schools across India this is followed with the provision of midday meals, clean toilets, drinking water facility and various other schemes. The grappling issue is the quality in basic education still remains as a dream. Older students from rural government schools of grade Vth to VIIth still fail to read simple sentence in English or perform a three digit division su

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Da Silva, Alexsia Renata Banegas dos Santos, Patricia Teixeira Tavano, and Andreliza Cristina De Souza. "CURRÍCULO E FORMAÇÃO DOCENTE: DISPUTAS DE PODER E IMPACTOS SOCIAIS NA EDUCAÇÃO." ARACÊ 7, no. 6 (2025): 32683–94. https://doi.org/10.56238/arev7n6-208.

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The curriculum and teacher training are fields marked by political, historical and ideological disputes, reflecting diverse power relations and interests. The curriculum is not neutral, being a space where certain types of knowledge are legitimized while others are marginalized, directly influencing pedagogical practice and the construction of knowledge. Teacher training, in turn, is impacted by educational policies that oscillate between technical models and critical approaches, affecting teachers' autonomy and performance. However, the precariousness of the profession, the lack of investment

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Dewi, Wiwi Purnama, Sudadio, and Fadlullah. "The Implementation of Inclusive Education in School Providing Inclusive Education." Formosa Journal of Multidisciplinary Research 3, no. 7 (2024): 2739–52. http://dx.doi.org/10.55927/fjmr.v3i7.10295.

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The method used in this research is a literature study, which is a method of collecting data by understanding and studying theories from various literatures related to this research, this research aims to Inclusive Education at the Inclusive Education Provider School, Currently the implementation of inclusive education has become a necessity for students who need special guidance in regular schools. For the good of the development and social needs of students with special needs, the government provides regular schools that accept students with special needs to learn together with regular stude

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Bakhri, Syamsul, and M. Ali Sofyan. "Prototype Curriculum: Opportunities and Challenges of Inclusive Schools in Implementing Education for All in the Metaverse Era." Muslim Education Review 1, no. 2 (2022): 157–77. http://dx.doi.org/10.56529/mer.v1i2.75.

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During the COVID-19 pandemic, both special and inclusive schools can implement the 2013 curriculum, the emergency curriculum, and the prototype curriculum. The prototype curriculum is a new opportunity because it focuses on developing students’ soft skills and character. However, it also challenges developing metaverse technology in its accessibility for students with special needs. This study uses a qualitative method with a literature study approach and content analysis techniques. The results were analyzed using Pierre Bourdieu’s theory of social practice. The research results show that the

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Torres Paz, Luis Edwin, Juan Carlos Granados Barreto, Edgardo José Torres Lozada, David Bustamante Cerna, and Bertila Hernández-Fernández. "Enfoque de la inclusión de estudiantes con discapacidad en la Formación Inicial Docente de Educación Física en el Perú (Approach to the inclusion of students with disabilities in the Initial Teacher Training of Physical Educa-tion in Peru)." Retos 47 (January 2, 2023): 962–68. http://dx.doi.org/10.47197/retos.v47.95493.

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El propósito de este estudio fue analizar el Diseño Curricular Básico Nacional de la Formación Inicial Docente (FID) del Programa de Estudios de Educación Física del Perú en materia de inclusión de estudiantes con discapacidad. Se evaluó la correspondencia entre los dominios y competencias que sirven de base para el contenido curricular y los retos y requerimientos que proponen los documentos de la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura para alcanzar la educación inclusiva. El análisis de los cursos en la FID se fundamentó en el manual de codificació

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Ouma, Isaac Alando, and Godwins Oduor Osimbo. "Integrating Social Inclusion into Hospitality Education: Curriculum Gaps, Policy Enforcement, and Challenges." Journal of Financial and Management Sciences; Vol. 1 No. 1 (2025): Special Issue: Sustainable Development 1, no. 1 (2025): 213–44. https://doi.org/10.70970/asmt2s92.

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Kenya has resorted to maximizing and developing its tourism and hospitality industries. While advancements and investment in tourism and hospitality are essential, a key challenge is inclusion and, most importantly, social inclusion in the industry. There are social inclusion efforts; however, more can be done in social inclusion through hospitality education. Integration of social inclusion in hospitality education. The hospitality curriculum and hospitality examination still require some improvement. The study assesses the role of education in promoting social inclusion in the hospitality se

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