Inclusive Education in Practice: Qualitative Insights into Early Identification, Pedagogical Adaptation, and Teacher Support for SEND
List of Authors
  • Chandran Abraham, Tirich Mohamed

Keyword
  • Inclusive education, SEND, Universal Design for Learning, adaptive teaching, professional development

Abstract
  • Inclusive education for students with special educational needs and disabilities (SEND) requires early identification, adaptive pedagogy, and sustainable teacher support. This qualitative study employed thematic analysis of semi-structured interviews and classroom observations across four mainstream schools, exploring how teachers implement strategies for inclusion. Three primary themes emerged: proactive identification, pedagogical flexibility, and collaborative practice. Teachers described the importance of ongoing professional development and leadership support in sustaining inclusive approaches. Findings highlight that timely identification, Universal Design for Learning (UDL), and differentiated instruction together enable equitable participation for SEND students. The study’s implications suggest system-level reforms and teacher-centered support as key drivers for successful inclusion.

Reference
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