International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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A Study on Significant Contribution by Edification Institution in Instigating Inclusive Pedagogy among Teachers

Author(s) Dr. Rajalakshmi G S, Danesha S
Country India
Abstract Inclusive teaching supports diversity by creating inclusive spaces for sharing cultural views and assigning writing tasks that prompt students to think critically about diversity and equality issues.
All learners are supported by inclusive pedagogy. Inclusive pedagogy is a teaching method that addresses the diverse needs of learners without excluding anyone in the Classroom community. Around the globe, schools and classrooms are becoming more varied in termsof their student populations. Educators who are thoughtful understand that when all diverse student populations are taken into account (talented and gifted, multicultural, learning dis ability and speakers of other language) they actually makeup a majority rather than a minority of the students in their classrooms. This paper explored the role of the educational institutions in implementing the Inclusive Pedagogy in Education Industry. Through data collection and observation it is analysed that inclusive pedagogy has to be encouraged and made a course of action in every classroom for which the teachers are to be trained and provided with opportunities to execute the same. The study also provides for the methodologies that can be adopted in this process by the educational institutions and general problems faced by the teaching fraternity in implementing inclusivity in education.
Keywords Behaviour, Education Industry, Encouragement. Inclusive Pedagogy and Learners.
Published In Volume 6, Issue 4, July-August 2024
Published On 2024-07-07
Cite This A Study on Significant Contribution by Edification Institution in Instigating Inclusive Pedagogy among Teachers - Dr. Rajalakshmi G S, Danesha S - IJFMR Volume 6, Issue 4, July-August 2024. DOI 10.36948/ijfmr.2024.v06i04.24238
DOI https://doi.org/10.36948/ijfmr.2024.v06i04.24238
Short DOI https://doi.org/gt3xmg
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