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An Afrocentric Perspective on Inclusive Pedagogy
2022This chapter examined an Afrocentric perspective on inclusive pedagogy. It is laced with theories that resonate with the Afrocentricity philosophy. Among these is Ubuntu, which places the learners at the centre, in so doing, moving them from the margin and enabling them to be the subject and not the objects of the learning encounter.
Annah Dudu, Tawanda Majoko
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Understanding inclusive pedagogy in primary education: teachers’ perspectives
Educational Studies, 2019This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study,
Anabel Moriña, Inmaculada Orozco
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Urban education (Beverly Hills, Calif.), 2018
In response to a critical need for culturally inclusive pedagogy for multicultural, urban classrooms, this study describes a project in which 43 in-service and preservice teachers and 175 multicultural urban public school students participated.
E. Yu
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In response to a critical need for culturally inclusive pedagogy for multicultural, urban classrooms, this study describes a project in which 43 in-service and preservice teachers and 175 multicultural urban public school students participated.
E. Yu
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Early childhood education is vital for children's foundational development as it lays the foundation for cognitive, social, and emotional development. The main research questions focused on how teachers incorporate inclusive digital pedagogy into their teaching practices and challenges encountered in implementing inclusive digital pedagogy. This was an
Marilyne Zivanai Magaya, Fortunate Petro
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Marilyne Zivanai Magaya, Fortunate Petro
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Understanding Inclusive Pedagogy
2017Over the last two decades or so many national governments have introduced legislation intended to support more inclusive education systems. Yet, despite these policy changes, developments in inclusive classroom practices do not seem to have been so easily achieved (Artiles, Kozleski, Dorn, & Christensen, 2006; Goransson & Nilholm, 2014).
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Pedagogy for Inclusive Education
2017A number of different pedagogical approaches have been presented as being helpful for teachers working with students in inclusive learning environments. These approaches were developed in the late 20th century and were largely derived from models of special education. Many of them are still evident in classrooms around the world today.
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2012
Increasingly teachers are expected to cater for a wide range of students in each class, including students identied as having ‘special’ or ‘additional’ educational needs compared to others of similar age (DfES, 2001). The tendency to liken students to their peers is unsurprising given the common expectations in western culture about children’s ...
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Increasingly teachers are expected to cater for a wide range of students in each class, including students identied as having ‘special’ or ‘additional’ educational needs compared to others of similar age (DfES, 2001). The tendency to liken students to their peers is unsurprising given the common expectations in western culture about children’s ...
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Inclusive Classroom and Pedagogy
Shikshan Anveshika, 2017Today it has penetrated in every aspect of a human's life. On one hand where it has revolutionized and added values to the life of normal beings, it has been proved to be a born for differently abled children to bring them to the main stream of the society and making them self sustainable extent possible, inclusive classrooms are catalysts in bringing ...
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2008
In recent years, much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Three main strands can be seen in this literature. One is about equal opportunities and the right to education for all. It argues that any form of segregated or separate education on the basis
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In recent years, much has been written about efforts to include pupils identified as having special educational needs (SEN) in mainstream schools and classrooms. Three main strands can be seen in this literature. One is about equal opportunities and the right to education for all. It argues that any form of segregated or separate education on the basis
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Inclusive Pedagogy in Contemporary Education
In the landscape of twenty-first-century education, prioritizing equality, diversity, and inclusion (EDI) is not just important, it is essential for ensuring human dignity.
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