Good Pedagogical Practices for Inclusive Education

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Madhavi Sharma, Bushra Sumaiya, Manita Devi, Tilak Raj, Ravinder Saini


“Inclusion means that we, as teachers, are responsible for all available support (from the
government of the country of origin). Schools, communities, families, children, educational
institutions, health services, community leaders, etc.) to find and educate ALL
children”(UNESCO, 2005)
The impact of policy and legislation has dramatically changed the landscape of the education
sector. A typical school classroom now has children of different cultural backgrounds, diversity,
socio-economic status and diversity of people or persons with disabilities.Teachers must perceive
the classroom as an academic and a social context as it provides a basis for dialogue and an
opportunity to appreciate diversity that promotes equality and the development of an ecosystem
for inclusive education. Although inclusive education includes children from disadvantaged
social groups, linguistically gifted and talented, and ethnic minorities; this article specifically
focuses on children with disability.One of the biggest challenges in developing inclusive
practices for children is understanding them in terms of their social context and needs. In this
regard, teachers play an important role.

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