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As skills need to be changed in a dynamic learning environment, employability depends not just on what people already know but on how well they learn, apply and adapt breaking out their comfort zone. This study explores how students from all backgrounds and teachers can engage with inclusive education without discrimination through pedagogy. The research provides a platform through implication for other international readers of developing countries to implement pedagogies of the Indian context.

This archival research focuses on the topical literature to scrutinize efficient ways to elevate the realization of all learners in inclusive settings. What inclusive pedagogy teaching approaches, focusing on the key competences and sustains learning which are effectual in elevating the academic success of all novices.

Educators need to develop their skills and competency by breaking their comfort zone, and individual recital of every faculty affiliate is a decisive feature in accomplishing quality for inclusive education. An education institution also needs to provide passable facilities to academicians and students in order to adapt and utilize technology efficiently without any discrimination. This is an important method of assisting educators to recognize and investigate using this epistemology in new innovative inclusive teaching pedagogy with technologies in industry 4.0.

The study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena.

Review of the concepts can provide valuable pointers for policy makers in other jurisdictions contemplating inclusive education. The issues that are dealt with relate to how all students with and without disability can be engaged in a classroom without discrimination, and development is incentivized using Information and Communication Technology (ICT) in teaching pedagogy.

This chapter provides an overview of inclusive pedagogy, also referred to as the inclusive pedagogical approach (Florian & Black-Hawkins, 2011). Conceptually, the approach is predicated on a shift in pedagogical thinking away from conventional approaches that work for most learners existing alongside something additional or different for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life. By focusing on how achievements in learning are realised through participation in the community of a classroom, the inclusive pedagogical approach acknowledges that there are individual differences between learners but avoids the problems and stigma associated with marking some learners as different. The second part of the chapter explains how the approach can be incorporated into the daily life of classroom activity using the Inclusive-Pedagogical-Approach-in-Action framework that was developed as a tool for assessing and gathering evidence about practice (Florian, 2014; Florian & Spratt, 2013).

Inclusive organizations believe in integrating all toward synergistic outcomes. However, the extent to which inclusive education plays their role toward inclusive organizations requires more explorations. Therefore, the purpose of this paper is to provide a theoretical model exploring authentic leadership (AL) as a predictor of inclusive organization in an Indian school context.

The paper theoretically develops a model to explore and establish inclusive classroom (IC) settings in emerging nations.

The study further provides academic optimism (AO), a latent term comprising collective efficacy, faculty trust and academic emphasis as its dimensions to intervene the linkage between AL and IC. Since teaching pedagogies help teachers to express their real intentions, this study also posits art-based innovation pedagogy as a future-oriented art pedagogy to strengthen the effect of teachers’ AO on IC.

This study will benefit the practitioners and academicians to re-design their policies and practices in developing nation education system.

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.

Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.

The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.

The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.

For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.

The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support children with special educational needs. Their conclusion was that teachers could adopt an eclectic approach, utilizing and combining different interventions as appropriate. The notion of utilizing different teaching approaches to facilitate inclusive education seemed accepted as unproblematic. However, I began to wonder about what happens when teaching approaches are based on conflicting views about the nature of how children learn. This led me to consider a more fundamental question. Do teachers’ own beliefs about how knowledge is created and how children develop (their personal epistemological beliefs) have an impact on their practice and children’s experiences in inclusive classrooms? Answering this question leads to the ethical issue of whether all ways of thinking about how children learn are compatible with teaching in inclusive schools, and the consequences that arise in seeking an answer.

This chapter considers the notion of inclusive pedagogy in terms of issues arising through such practice related to teacher learning, reflection and the development of expertise. By drawing on these ideas, the notion of inclusive pedagogy, and specifically the inclusive pedagogical approach in action framework, understandings of teaching and learning are examined that illustrate the importance of creating conditions for learning that can make a difference for all students. These ideas have important ramifications for teacher education – both pre-service and in-service – and the nature of those ramifications is considered in ways that are designed to illustrate why it is that teaching is complex and sophisticated business.

Despite the existence of legislation and policy, the inclusion of students with special needs remains a challenge for teachers when research-based pedagogies and collaboration are not translated into practice. Given emerging Indexes for inclusion, perhaps we should be attending to measuring school and classroom indicators of inclusive education to allow for professional development for teachers in an empirical and guided manner. Following a brief introduction to the importance of inclusive practice in schools, this chapter will address teacher use of research-based pedagogies and curriculum differentiation required to enhance success with students in schools; teachers’ capacity to communicate about learning using professional language and collaborative problem-solving processes; teachers’ sense of self-efficacy when working with students who have special needs; and translation of these research-based skills into actual classroom practice.

The focus of this chapter is the role of technology in diverse students’ active learning and interconnectedness in inclusive classrooms. The discussion is guided by the inclusive pedagogical approach in action (IPAA) framework, which is used as a tool for planning teaching and critical reflection. Inclusive education has previously considered the role of technology through the lens of Universal Design for Learning to inform how teachers plan instruction for students’ maximal accessibility, participation and engagement. We use the IPAA framework to build on and extend this by challenging teachers to also consider and incorporate technologies in innovative ways for students to collaborate with each other and build classroom relationships, as well as engaging with the curriculum on their own terms to make learning more meaningful.