Inclusive education practices are the concrete instructional, organizational, and support strategies used to ensure that all learners can access, participate in, and benefit from education in shared learning environments. They include practices such as differentiated instruction, universal design for learning, formative assessment adaptations, collaborative teaching, individualized supports, positive behavior supports, and family–community engagement [1][2][3][4]. Inclusive education practices are characterized by proactive removal of learning barriers, responsiveness to learner diversity, and ongoing adjustment based on evidence of student participation and progress [1][2]. In policy and school implementation contexts, the term refers to day-to-day methods that operationalize inclusive education principles, rather than broad policy commitments without classroom and school-level enactment [2][3][4].
- inclusive education practices
- differentiated instruction
- universal design for learning
- learner support
Inclusion and Disability in Education and Sport • Sociology and Political Science • Social Sciences • Social Sciences
References
- UNESCO. Global Education Monitoring Report 2020: Inclusion and Education—All Means All; UNESCO: Paris, 2020. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000373718.
- United Nations. Convention on the Rights of Persons with Disabilities; UN General Assembly: New York, 2006; Article 24. Available online: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html.
- Mel Ainscow; Developing inclusive education systems: what are the levers for change?. J. Educ. Chang. 2005, 6, 109-124. [CrossRef]
- Lani Florian; Kristine Black‐Hawkins; Exploring inclusive pedagogy. Br. Educ. Res. J. 2011, 37, 813-828. [CrossRef]