INCLUSIVE EDUCATIONAL PRACTICES: A CASE STUDY OF UK EDUCATION AND TEACHER TRAINING SYSTEM

Authors

  • Anjum Naz, Abida Nasreen, Tariq Hussain, Khansa Imam

Abstract

The Inclusion and diversity are the talk of the town since last two decades, nearly every country had included it in its policy documents, but the singularitiesare easy to understand but challenging to implicate. Some countries are successful in achieving the purposes of inclusion although many barriers are still their while some other countries specifically the developing nations are struggling to implement the effective strategies although having bothpolicy support and theoretical knowledge. The major aim of the study was to explore UK education systems’ inclusive practices with the help of practitioners i.e. teachers in order to suggest feasible guidelines to promote inclusion and diverse practice which now has been clearly linked with the good teaching practices. The identification of key barriers,implication of basic teaching principles, revision of teacher training practices, translation of policy concerns into practical discourse are some practical steps which would prove effective to establish inclusive bias free classroom environment where everyone could feel respected and included.

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Published

2021-02-05

How to Cite

Anjum Naz, Abida Nasreen, Tariq Hussain, Khansa Imam. (2021). INCLUSIVE EDUCATIONAL PRACTICES: A CASE STUDY OF UK EDUCATION AND TEACHER TRAINING SYSTEM. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(4), 2892-2912. Retrieved from https://www.archives.palarch.nl/index.php/jae/article/view/6730