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Journal articles on the topic 'Inclusive Teaching Strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Ollomurodov, Arjunbek Orifjonovich. "INCLUSIVE LANGUAGE TEACHING AND STRATEGIES." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 5 (2024): 331–43. https://doi.org/10.5281/zenodo.11205159.

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This article discusses about Inclusive Language Teaching and Strategies in educational settings. It explores the benefits of them and it’s effective sides for teaching. It presents arguments supporting the process, overview real-world language use in curricula and highlights the impact of it for overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of language instruction that refers to an approach in language teaching and learning that prioritizes the communication of m

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Dong, Hua. "Strategies for teaching inclusive design." Journal of Engineering Design 21, no. 2-3 (2009): 237–51. http://dx.doi.org/10.1080/09544820903262330.

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Khamroeva, Sanobar Hasan qizi. "INCLUSIVE INSTRUCTION IN LANGUAGES AND STRATEGIES." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 6 (2024): 83–93. https://doi.org/10.5281/zenodo.11583499.

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This article discusses about Inclusive Language Teaching and Strategies in educational settings. It explores the benefits of them and it’s effective sides for teaching. The author presents arguments supporting the process, overview real-world language use in curricula and highlights the impact of it for overall academic success. Additionally, the article acknowledges potential challenges and offers suggestions for overcoming them. Overall, it advocates for the significance of language instruction that refers to an approach in language teaching and learning that prioritizes the communicat

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Dean, Patrick R. Espiritu, and D. Abao-an Donnabel. "Developing Innovative Strategies for Inclusive Education: "Focus on Teaching Strategies." International Journal of Social Science and Human Research 08, no. 04 (2025): 2008–19. https://doi.org/10.5281/zenodo.15128873.

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This study examined the implementation of innovative teaching strategies for inclusive education among teachers, focusing on eight key constructs: Equity, Diversity, and Inclusion (EDI) integration, technological innovations, playful and creative strategies, universal design principles, teacher preparation programs, social justice and inclusion, collaborative and reflective practices, and adapting and scaffolding curriculum using descriptive comparative methods. The study revealed that while teachers were generally engaged in applying these strategies, there was variability in their consistenc

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Molbaek, Mette. "Inclusive teaching strategies – dimensions and agendas." International Journal of Inclusive Education 22, no. 10 (2017): 1048–61. http://dx.doi.org/10.1080/13603116.2017.1414578.

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Li, Dandan, Josep Maria Sanahuja Gavaldà, and Mar Badia Martín. "Listening to students’ voices on inclusive teaching strategies in Chinese primary schools." International Journal of Chinese Education 11, no. 2 (2022): 2212585X2211209. http://dx.doi.org/10.1177/2212585x221120971.

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Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary s

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Andrea Carroll. "Effective Teaching Methods and Strategies for Inclusion." Proceeding of International Seminar Enrichment of Career by Knowledge of Language and Literature 10, no. 1 (2022): 1–6. https://doi.org/10.25139/eckll.v10i1.5642.

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Gender equality in education is a matter of social justice, concerned with rights,opportunities and freedoms. Unfortunately, there are many schools today that is still ineducation prioritize boys over girls in classroom. This article aims to present thesignificance of inclusive teaching in bringing together all groups and promoting genderequality. Observational method to present effective teaching methods and strategies forinclusion was applied as research method. Moreover, the research was qualitative innature and used for explanatory research purposes. The findings indicate that inclusivelea

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Dinesh, Kumar, and Asha Yadav Dr. "Effective Inclusion Practices Of Inclusive Education." International Journal of Advance and Applied Research 10, no. 3 (2023): 290 to 297. https://doi.org/10.5281/zenodo.7687031.

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<em>Teaching with an inclusive approach is a technique that aims to satisfy the needs of all students regardless of their cultural or ethnic background. This dynamic climate requires educators to be conscious of their own inner and outer selves as well as their students. Inclusive learning provides all students with diverse learning and effective ways to achieving educational objectives in safe and welcoming environments. Learning in an inclusive classroom is possible for students of all skills and disabilities, regardless of their age or ability level. It is based on the notion that

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Swain, Kristine D., Mary Friehe, and Jeanne M. Harrington. "Teaching Listening Strategies in the Inclusive Classroom." Intervention in School and Clinic 40, no. 1 (2004): 48–54. http://dx.doi.org/10.1177/10534512040400010401.

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Ciuchi, Oana Mariana. "Teaching Strategies for the Inclusive Higher Education." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 31 (May 13, 2025): 32–39. https://doi.org/10.63331/upasw/31/04.

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The present paper is a synthetic and fundamentally theoretical approach to the concept of inclusive education as described in the specialized literature. Thus, the term is defined, described in the characteristic notes, the principles underlying the effective realization of inclusive education are reviewed. Also, the provisions of the primary and subsequent legislation that regulate the achievement of the inclusive education in the non-compulsory Romanian higher education system are brought to the fore and they describe the mechanisms applied in the higher education institutions in order to ad

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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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Asma Naureen. "The Effectiveness of the Lecture Based Teaching Strategies and the Inclusive Teaching Strategies on High Achievers: A Comparative Study." sjesr 3, no. 4 (2020): 327–32. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(327-332).

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This research paper is dedicated to the investigation of the effectiveness of inclusive teaching strategies and traditional lecture-based teaching strategies on the learning of pupils in general but the main focus was on the high achievers of Class XII. The study was conducted to compare both types of teaching strategies in an inclusive setting with the diversity students. Two equal groups of pupils were made according to pre-test scores of teacher-made test items. Both the groups were representative of inclusion. The researcher used the pre-test post-test equivalent group design in the presen

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Poly, Navya, and K. R. Harishma. "Inclusive Education; Strategies and Challenges." Shanlax International Journal of Arts, Science and Humanities 11, S1-Nov (2023): 93–98. http://dx.doi.org/10.34293/sijash.v11is1-nov.7095.

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The goal of inclusive education is to create learning environments that meet the diverse needs of all students, regardless of their backgrounds or abilities. It has become a cornerstone of modern educational policies around the world. Aiming to give all students, regardless of their abilities or backgrounds, meaningful and equitable educational opportunities in the general education classroom, inclusive education is a method of teaching and learning. It supports the notion that all students, regardless of perceived differences or challenges, have the right to be included in all facets of the s

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Miña, Analiza. "The Lived Experiences of Special Education Teachers in Teaching Inclusive Education." Psychology and Education: A Multidisciplinary Journal 21, no. 10 (2024): 1072–90. https://doi.org/10.5281/zenodo.12731335.

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This study utilized a qualitative research design to investigate the teaching strategies employed by special education teachers within inclusive classrooms. Adopting a phenomenological approach, the research aimed to explore these educators' lived experiences and perspectives, focusing on how their strategies fostered inclusive environments. This study explored the experiences of special education (SPED) teachers in inclusive classrooms, revealing their efforts to address diverse learning needs through personalized education plans and differentiated instructional strategies. Despite facing cha

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Chandra, Sonali Roy. "Inclusive Teaching in Architecture." International Journal for Research in Applied Science and Engineering Technology 11, no. 7 (2023): 1588–96. http://dx.doi.org/10.22214/ijraset.2023.54910.

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Abstract: An inclusive environment for the differently abled should ideally create a wholistic climate for development. This necessitates the Society to provide for equal opportunity in education, career, growth and social integration for the said group. In Society, Architects shoulder the responsibility of creating inclusive spaces by creating appropriate learning spaces, individual spaces and public spaces for the differently abled. Although there is a rising sensitivity towards design development as universal Design for the same but the area of concern raised in this paper is that ‘Is the a

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Rose, Agliam, and Publishing Services Pinagpala. "Evolving Strategies in Mathematics Teaching." WORLD EDUCATION CONNECT Multidisciplinary e-Publication IV, no. I (2024): 2. https://doi.org/10.5281/zenodo.10478162.

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Atanga, Naphtalin A., and Nyanganji Job Indi. "Piloting Inclusive Education in Confessional Schools: A Case Study of the Cameroon Baptist Convention Education Department." African Journal of Inclusive Education 6, no. 1 (2024): 47–59. https://doi.org/10.5281/zenodo.11187635.

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The Cameroon Baptist Convention Education Department (CBCED), in collaboration with the CBC Health Services and Liliane Foundation, introduced the Sustainable Inclusive Education Project (SIEP) in its school system in 2018. This was in response to the United Nations Sustainable Development Goal number four "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." The CBCED piloted SIEP in seven schools from 2018-2020. All learners in these schools were screened annually using a multidisciplinary medical team to identify different types of impairmen

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Mummurthi, K. "Innovative Practices and Strategies in Inclusive Education." Shanlax International Journal of Arts, Science and Humanities 11, S1-Nov (2023): 103–7. http://dx.doi.org/10.34293/sijash.v11is1-nov.7097.

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Teaching and learning processes undergo continuous evolution and enhancement over time. The appearance of classrooms and lecture theatres has undergone significant changes in the past decade or more. Similarly, they provide a distinctly contrasting experience for the participating kids. Now, let us analyze the increasing popularity of inclusive teaching and explore some of the most effective methods for fostering a more inclusive learning environment. This article examines new practices and methods in inclusive education.

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Darrow, Alice-Ann, and Mary Adamek. "Instructional Strategies for the Inclusive Music Classroom." General Music Today 31, no. 3 (2018): 61–65. http://dx.doi.org/10.1177/1048371318756625.

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While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. This article cites various strategies found to be effective in the inclusive classroom. These strategies contribute to the overall learning environment.

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Cawthon, S. W. "Teaching Strategies in Inclusive Classrooms With Deaf Students." Journal of Deaf Studies and Deaf Education 6, no. 3 (2001): 212–25. http://dx.doi.org/10.1093/deafed/6.3.212.

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Carrillo Cruz, Carlos Enrique, Fernanda Ramos Garzón, and Hernández Gutierrez. "Inclusive education strategies for the EFL teaching context." Revista Boletín Redipe 12, no. 11 (2023): 53–62. http://dx.doi.org/10.36260/rbr.v12i11.2040.

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This article addresses the impact of inclusive education strategies in the EFL context at public institutions located in Bogota, Colombia. The paper reports an action-research study on inclusive education by contrasting inservice teaching practices while adjusting the curriculum regarding disabilities. Data gathering was conducted through documental inquiry, preservice teachers’ narratives, and a survey. Initial findings review how preservice teachers enhance their teaching patterns by modeling academic content to specific diverse encounters. In sum, exposing future language teachers to the ch

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Kismiati, Dyah Aniza. "Discovering Teachers' Perceptions of Inclusive Teaching in Indonesia." EduMatSains : Jurnal Pendidikan, Matematika dan Sains 9, no. 2 (2025): 276–84. https://doi.org/10.33541/edumatsains.v9i2.5675.

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Inclusive teaching is not something new in the world of Education. However, its emphasis in the Merdeka curriculum makes inclusive teaching steal the attention of many education observers. This study aims to determine the perception of teachers in Indonesia (elementary school teachers, junior high school teachers and senior high school teachers) on the importance of inclusive teaching in learning. This research is a survey study conducted on teachers in Indonesia, with random sampling. The sample number of teachers who were respondents was 46 teachers. To obtain data, researchers used an instr

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Agustin, Angelica. "Inclusive teaching for ADHD: Challenges and strategies in mainstream schools." Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817) 4, no. 2 (2025): 1634–49. https://doi.org/10.62025/dwijmh.v4i2.142.

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This study explores the challenges encountered and the strategies employed by elementary teachers to foster inclusive learning environments for students with ADHD. Using a qualitative phenomenological design, data were collected through structured interviews with six purposively selected elementary school teachers from a private institution in Laoag City, Ilocos Norte. Thematic analysis revealed three primary challenges: behavioral disruptions, instructional and pedagogical gaps, and limited institutional support. In response, teachers utilized behavior management interventions, differentiated

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Binti Salleh, Rosmalily binti Salleh. "Rethinking Teaching Strategies: Considerations for Promoting Equity, Diversity, And Inclusion." International Journal of Education Management and Sociology 2, no. 5 (2023): 231–44. http://dx.doi.org/10.58818/ijems.v2i5.70.

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Equity, diversity, and inclusion (EDI) significantly enhance educational opportunities for all learners and prepare socially and economically inclusive societies. Classrooms are increasingly diverse as difference is an essential part of human life, in the past, current, and future. The ideas of teaching for diversity, equity, and inclusion complement each other and enhance educational opportunities for all pupils when simultaneously engaged. This study examines primary school teachers’ views on their continuous professional development (CPD) needs to ensure all pupils are supported for quality

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Aqila Fahmi Rosyida and Nur Fatimah. "Teaching Strategies Employed by English Teachers for Deaf Students at SD IT Baitussalam Prambanan." Harmoni Pendidikan : Jurnal Ilmu Pendidikan 2, no. 2 (2025): 219–29. https://doi.org/10.62383/hardik.v2i2.1460.

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Inclusive schools are schools that accept students with certain special needs and implement a learning system by uniting students with special needs and normal students in one class. At SDIT Baitussalam, one of the inclusive schools in Prambanan, four totally deaf students have different learning abilities than normal students. This study aims to identify challenges, teaching strategies, and supporting factors for the success of English teaching strategies for deaf students in inclusive classes. This study used a qualitative descriptive method by interviewing three English subject teachers who

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Ben Rakaa, Omar, Mustapha Bassiri, and Said Lotfi. "Adapted pedagogical strategies in inclusive physical education for students with special educational needs: a systematic review." Pedagogy of Physical Culture and Sports 29, no. 2 (2025): 67–85. https://doi.org/10.15561/26649837.2025.0201.

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Background and Study Aim. Adapted physical activity (APA) and inclusive physical education (IPE) strategies aim to enhance the inclusion of students with special educational needs (SEN). These approaches are essential for ensuring equitable and active participation in physical education classes. This study examines the impact of adapted pedagogical strategies in physical education for students with SEN, identifying key factors that promote their inclusion, engagement, and physical development. Material and Methods. A systematic review was conducted using academic databases (Scopus, Web of Scie

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Nemi Neto, João. "Queer pedagogy: Approaches to inclusive teaching." Policy Futures in Education 16, no. 5 (2018): 589–604. http://dx.doi.org/10.1177/1478210317751273.

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While it is common knowledge that language shapes how we think about gender and sexual identity there is no standard educational practice to create awareness about the place of sexual and gender diversity in the context of language learning. This article draws on queer pedagogy and queer theory to devise teaching practices that acknowledge queer visibility in the classroom. The goal of this article is to examine strategies to enhance inclusion, recognition and visibility of sexual and transgender minorities in the classroom. I propose that language instruction is in need of a queer pedagogy th

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Tilovatova, Xurshidabonu. "STRATEGIES FOR EFFECTIVE INTERCULTURAL COMMUNICATION IN TEACHING." European International Journal of Multidisciplinary Research and Management Studies 4, no. 8 (2024): 39–41. http://dx.doi.org/10.55640/eijmrms-04-08-05.

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Effective intercultural communication in teaching is essential in today’s increasingly diverse educational environments. This abstract outlines key strategies for enhancing communication across cultural boundaries within the classroom. These strategies include fostering cultural awareness and sensitivity, incorporating diverse perspectives into the curriculum, and adapting communication styles to accommodate different cultural norms. Additionally, creating a safe space for expression, encouraging active participation, and developing cultural competence are vital for promoting inclusivity. The

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Shilvani, Shilvani, Yohanes Gatot Sutapa Yuliana, and Clarry Sada. "Teaching English in Inclusive Primary School: Teachers’ Challenges and Coping Strategies." Lectura : Jurnal Pendidikan 15, no. 1 (2024): 15–26. http://dx.doi.org/10.31849/lectura.v15i1.16217.

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This research investigated the teachers' challenges and coping strategies in teaching English in ZonaKata Inclusive Primary School in the academic year 2022/2023. This research was designed as qualitative case-study research to discover teachers' challenges and coping strategies when teaching English in inclusive settings. Five teachers who teach grades one through five at ZonaKata Inclusive Primary School participated in the study. The observation, interviews, and a review of the documents showed that the students' emotional-behavioral problems and communication-language features problems are

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Beloin, Kim S. "Strategies for Developing Inclusive Practices in Small, Rural Schools." Rural Special Education Quarterly 17, no. 1 (1998): 12–20. http://dx.doi.org/10.1177/875687059801700103.

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This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors,

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Levey, Janet A. "Measuring Nurse Educators’ Willingness to Adopt Inclusive Teaching Strategies." Nursing Education Perspectives 37, no. 4 (2016): 215–20. http://dx.doi.org/10.1097/01.nep.0000000000000021.

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Mahisa, Refka Darmayanthi Putri, Yanti Sri Rezeki, and Surmiyati Surmiyati. "ENGLISH TEACHING STRATEGIES TO STUDENTS IN AN INCLUSIVE SCHOOL." Edukasi: Jurnal Pendidikan 21, no. 2 (2023): 316–30. http://dx.doi.org/10.31571/edukasi.v21i2.6262.

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This research aimed to investigate the teacher strategies in teaching English to children with special needs in Zonakata Inclusive School, Pontianak, Indonesia. This research was designed as qualitative case-study research. This design was chosen to help the researcher gain deep information about the phenomenon discussed and to explore the case intensively based on the real-life context. The research participants were two teachers in Zonakata Inclusive School who teach English to children with special needs in grade three. To get the data, observation, interview, and document review were used.

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Mitchell, David. "Inclusive education strategies in New Zealand, a leader in inclusive education." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 4, no. 2 (2016): 19–29. http://dx.doi.org/10.12697/eha.2016.4.2.02a.

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Since 1989, the New Zealand education system has undergone extensive reforms to become one of the most devolved systems in the world. The article analyses the extent to which the educational situation in New Zealand complies with the ten features of inclusive education: vision, placement, curriculum, assessment, teaching, acceptance, access, support, resources, and leadership. This paper will briefly explain these features and illustrate them with references to the situation in New Zealand and, finally, come to the conclusion that with all of these criteria New Zealand performs at a high level

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K, Naja, and Dr A. Hameed. "A Conceptual Study on Effective Teaching Strategies for Inclusive Classrooms." International Journal of Emerging Knowledge Studies 03, no. 09 (2024): 690–96. http://dx.doi.org/10.70333/ijeks-03-09-038.

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Creating inclusive classrooms is a crucial aspect of modern education, aiming to provide equal learning opportunities for all students, including those with disabilities and diverse learning needs. The study reviews related literature to find effective teaching strategies for an inclusive classroom. To accommodate varied learning styles and capacities, the research strongly emphasizes differentiated training. Additionally, it discusses the Universal Design for Learning (UDL) framework, which offers a variety of interaction, representation, and expression options to improve teaching and learnin

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Awang-Hashim, Rosna, and Nena P.Valdez. "Strategizing Inclusivity in Teaching Diverse Learners in Higher Education." Malaysian Journal of Learning and Instruction 16, Number 1 (2019): 105–28. http://dx.doi.org/10.32890/mjli2019.16.1.5.

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Purpose - As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase participation by students. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in

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Sharma, B. Umeshkumar. "The Role of Co-Teaching in Enhancing Instructional Strategies in Inclusive Classrooms." International Journal of Research and Scientific Innovation XII, no. V (2025): 1248–53. https://doi.org/10.51244/ijrsi.2025.120500120.

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Co-teaching is an essential collaborative instructional strategy that addresses diverse learning needs in inclusive classrooms. This paper explores how co-teaching enhances instructional strategies through the integration of differentiated instruction (DI), adaptive learning, and Universal Design for Learning (UDL). Drawing from Sharma’s (2024a, 2024b, 2024c) research, the paper highlights evidence-based practices and their impact on student achievement, engagement, and equity. Co-teaching models like Station Teaching, Parallel Teaching, and Alternative Teaching are examined for their alignmen

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Pereira Ribeiro, Eugénio Paiva, Isabel Maria Ribeiro Mesquita, and Cláudio Filipe Guerreiro Farias. "‘No One Is Left Behind?’: A Mixed-Methods Case Study of Equity and Inclusion in Physical Education Teacher Education." Education Sciences 14, no. 7 (2024): 776. http://dx.doi.org/10.3390/educsci14070776.

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Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and inclusion in PE. This study fills this void with novel insights offered by a mixed-methods case study examining the following: (i) the process-oriente

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Tesfaye, Ermias Kibreab, and Belay Hagos Hailu. "Factors affecting teachers’ practices of inclusive instructional strategies in teaching students with visual impairments in schools of Addis Ababa, Ethiopia." Bahir Dar Journal of Education 24, no. 3 (2024): 42–56. http://dx.doi.org/10.4314/10.4314/bdje.v24i3.4.

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This study aimed to investigate factors affecting teachers’ practice of inclusive instructional strategies in teaching students with visual impairments (SVI) in regular schools of Addis Ababa. The study employed a quantitative methodology, with cross-sectional survey design. Data was gathered, using a survey questionnaire, from 421 teachers from 19 primary and 15 secondary schools. A hierarchical multiple linear regression analysis was used to examine the influence of knowledge, self-efficacy & attitudes on the practice of inclusive instruction strategies in teaching SVI in regular schools

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Chano, Jiraporn, Chi Cheng Wu, Herli Salim, and Kritzer Jeffrey. "A comparative study of teaching strategies in inclusive elementary classrooms in Indonesia, Taiwan, Thailand and the USA." International Journal of Education and Practice 11, no. 3 (2023): 486–99. http://dx.doi.org/10.18488/61.v11i3.3427.

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The teaching strategies for inclusive elementary schools can differ between countries due to a combination of cultural, educational and systemic factors. Understanding these differences is essential for developing effective teaching strategies that meet the diverse needs of all students. Therefore, this study aimed to compare teachers’ teaching strategies in inclusive elementary classrooms in Indonesia, Taiwan, Thailand and the USA. A questionnaire with 14 teaching strategies, designed with five-point options, was administered to collect data. A total of 171 respondents were recruited: 50 each

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Mirsalikova, Nigina. "TEACHING STRATEGIES FOR CHILDREN WITH DISABILITIES." SCIENCE AND INNOVATION IN THE EDUCATION SYSTEM 1, no. 6 (2022): 167–73. https://doi.org/10.5281/zenodo.7455940.

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This publication examines the approaches, strategies and technologies for teaching children with special educational needs in the context of inclusive education. A theoretical review of the studies of foreign authors and the latest works of domestic scientists was carried out. The author came to the conclusion that there is a continuity of research. The most preferred approaches were communicative, system-activity, constructivist and individual. There are also innovative alternative approaches.

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Naureen, Asma. "A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Studentsâ€™ Learning." Asia Proceedings of Social Sciences 1, no. 3 (2019): 56–60. http://dx.doi.org/10.31580/apss.v1i3.432.

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A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Studentsâ€™ Learning   Asma Naureen Department of Education, Faculty of Social Sciences, International Islamic University, Islamabad, Pakistan i_kayani@yahoo.com  Research Highlights This research paper was focused at analyzing the impact of traditional and inclusive teaching strategies on the learning of students of class II, in inclusive setting. In inclusive teaching all the students are included in learning process without any discrimination. (Ainscow et al, 2006)

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Nithiya, K. K. "Practices and Strategies in Inclusive Education to Accelerate Learning." Shanlax International Journal of Arts, Science and Humanities 11, S1-Nov (2023): 121–24. http://dx.doi.org/10.34293/sijash.v11is1-nov.7101.

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Learning is a lifelong process of acquiring knowledge and skills that flourishes your life. Learning results in the permanent change of behavior. Some of the main characters associated with learning are, learning is for growth, learning is adjustment, learning is purposeful, learning is experience and learning is intelligent. We have traditions of learning, one of which is called school. In a school environment, the teacher is the communicator of sharing ideas and knowledge to the students. The student output will be more if a positive reinforcement gets from the teacher. In a classroom enviro

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Davidova, Sayyora. "THE IMPORTANCE OF INCLUSIVE EDUCATION IN TEACHING WRITING." Current Research Journal of Pedagogics 5, no. 11 (2024): 22–25. http://dx.doi.org/10.37547/pedagogics-crjp-05-11-05.

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Inclusive education focuses on integrating students with a range of abilities and needs into mainstream classrooms, ensuring equal opportunities for academic achievement. This article examines the role of inclusive education in writing instruction, emphasizing strategies that enable all students, irrespective of their challenges, to engage in and benefit from the writing process. It discusses key approaches such as differentiated instruction, assistive technology, Universal Design for Learning (UDL), and collaborative learning, all of which contribute to fostering an inclusive writing environm

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Abdalla, Hassan, and Ahmat Moussa. "Culturally Responsive Teaching: Navigating Models and Implementing Effective Strategies." Acta Pedagogia Asiana 3, no. 2 (2024): 91–100. http://dx.doi.org/10.53623/apga.v3i2.432.

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Culturally Responsive Teaching (CRT) stands as a beacon of equity and inclusivity within the realm of education, advocating for instructional practices that honor and affirm students' diverse cultural backgrounds, experiences, and perspectives. It bridges the cultural divide between educators and students, recognizing that cultural identities significantly shape learning experiences and outcomes. The aim of this review is to thoroughly analyze CRT, delving into its diverse models, strategies, and practical implications. CRT emphasizes cultural competence among educators, the integration of cul

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Mbazi, Salimini, Patrick Ojok, and Stackus Okwaput. "Exclusion within the inclusion practices of learners with hearing impairment in inclusive schools: A systematic review." International Journal of Studies in Inclusive Education 1, no. 2 (2024): 16–20. https://doi.org/10.38140/ijsie.v1i2.1482.

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This systematic review examines the exclusion within the inclusion practices of learners with hearing impairment (LwHI) in inclusive schools. Four databases, Google Scholar, PubMed, EBSCO-host, and Research Gate, were used. The study was guided by the 5W+1H framework for systematic review. The search was conducted in September 2024, and the searching strategies were Boolean operators (AND, OR, and NOT) and proximity operators (SAME and NEAR). The eligibility of the studies was ensured using PRISMA guidelines, and the reviewed studies were appraised using the Critical Appraisal Skills Programme

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Mokwena, Morelle, and Matshidiso Thakadu. "Strategies to Improve the Teaching of Leaners Identified with Vision Challenge in Two Mainstream Schools." Strategies to Improve the Teaching of Leaners Identified with Vision Challenge in Two Mainstream Schools 8, no. 10 (2023): 3. https://doi.org/10.5281/zenodo.10053827.

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This article reports on the strategies for improving the teaching of learners identified with vision loss in mainstream classroom. Engaging strategies for improving teaching of LVI at the present juncture especially during the time of COVID-19 appears to be worrisome to most researchers, teachers, principals and experts in the field of inclusive education. Giving this challenge, the implementation of strategies to improve the teaching of LVI in mainstream classroom become the only alternative. In compacting the challenge this study explored several strategies for teaching LVI in two mainstream

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Jillan Rae Cubero-Simogan and Evelyn Torsino Bagood. "Empowering voices: A framework for gender-inclusive language teaching and learning." International Journal of Science and Research Archive 15, no. 2 (2025): 155–59. https://doi.org/10.30574/ijsra.2025.15.2.1261.

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Language is a powerful tool that shapes perceptions, constructs social identities, and can foster inclusion or perpetuate bias. In educational contexts, integrating gender-inclusive language is crucial for promoting equity, respect, and engagement among diverse learners. This study aimed to develop a practical framework for gender-inclusive language teaching in English classrooms within secondary education. Employing a mixed-methods approach, data were collected through surveys, interviews, and focus group discussions with teachers, students, and administrators from two Philippine high schools

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Miralles-Cardona, Cristina, María-Cristina Cardona-Moltó, Renáta Tichá, and Brian H. Abery. "Prepared to Ensure Quality Education for All? A Comparative Study of Pre-Service Teachers’ Self-Efficacy for Inclusion in Spain and the United States." Education Sciences 15, no. 5 (2025): 535. https://doi.org/10.3390/educsci15050535.

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The 2030 Agenda for Sustainable Development calls for quality, inclusive education for all through Sustainable Development Goal 4 (SDG 4). Given the central role of teachers in achieving this goal, this study examined (1) whether pre-service elementary teachers develop self-efficacy for inclusive teaching by graduation and (2) whether self-efficacy varies according to the type of teacher education program (general vs. dual) and the opportunities provided to learn inclusive teaching strategies. Using a non-experimental, cross-sectional comparative design, we surveyed 330 pre-service elementary

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Perera, Udeshini. "Strategies Used by the Teachers who are in Inclusion Classrooms Regarding the Students with Special Educational Needs." International Journal of Research and Innovation in Applied Science IX, no. VI (2024): 126–33. http://dx.doi.org/10.51584/ijrias.2024.906011.

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Integrating children with special educational needs in ordinary schools has been a central aspect of providing educational rights to every child. Sri Lanka is a country that values education, and the government schools provide free education facilities to every student concerning special educational opportunities for disabled students as well. Children with disabilities in Sri Lanka are educated through inclusion in mainstream or specialized schools. Teachers are the most important persons contributing to achieving the expected outcomes of inclusive education policy. They are the people who ta

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Leslie M. Boon. "Inclusive Teaching: Strategies for Promoting Equity in the College Classroom." Journal of Teaching and Learning 17, no. 1 (2023): 149–51. http://dx.doi.org/10.22329/jtl.v17i1.7467.

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