Understanding the Learning Implications of Various Disabilities and the Role of Inclusive Pedagogies
Author(s):
SEEMA YADAV, DANVEER GAUTAM, RAJESH KUMAR YADAV
Keywords:
Inclusive Pedagogies, Learning Disabilities, Universal Design for Learning, Differentiated Instruction, Educational Equity etc.
Abstract
This article explores the learning implications of various disabilities across different educational levels and highlights the essential role of inclusive pedagogies. Disabilities, ranging from physical and cognitive to sensory and emotional/behavioural, present unique challenges and opportunities in educational settings. By examining early childhood, primary, secondary, and higher education, we identify specific academic, social, and emotional impacts of these disabilities on learners. Early childhood education emphasizes the importance of early intervention and play-based learning, while primary education focuses on differentiated instruction and the use of assistive technologies to support literacy and numeracy skills. Secondary education deals with the transition to complex subjects and the need for emotional and social support, employing UDL and peer mentoring. Higher education highlights accessibility, independent living, and self-advocacy, with a strong emphasis on accommodation and inclusive policies. Inclusive pedagogies, such as UDL, differentiated instruction, collaborative learning, and culturally responsive teaching, are vital in making an equitable learning nature for all scholars. The article presents case studies demonstrating successful inclusive strategies and identifies lessons learned from these examples. Despite the progress made, significant barriers to inclusion remain, including attitudinal, environmental, and systemic challenges. The article proposes solutions such as policy changes, professional development for educators, and increased community and parental involvement. Ultimately, this article underscores the need for a concerted effort from all stakeholders to support inclusive education and foster a nature where every student can thrive.
Article Details
Unique Paper ID: 166367

Publication Volume & Issue: Volume 11, Issue 2

Page(s): 525 - 531
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