INCLUSIVE EDUCATION IN A GLOBAL CENTURY: THEORY, PRACTICE, AND PATHWAYS TO BELONGING
Keywords:
inclusive education, universal design for learning, equity, accessibility, policy and practice, inclusive leadership, culturally responsive teaching, learning communitiesAbstract
Inclusive education reimagines schooling around learner diversity, equity, and participation. Grounded in universal design for learning (UDL) and collaborative practice, it integrates pedagogy, policy, and community engagement to ensure meaningful access to quality learning for all students, regardless of ability, language, culture, or background. The article synthesizes theoretical perspectives from UDL, ecological systems theory, social justice and rights-based approaches, and communities of practice, and it draws on global case examples to illustrate how inclusion operates at the classroom and system levels. It argues that sustainable inclusion hinges on coherent policy, ongoing professional development, accessible infrastructure, and culturally responsive teaching, with strong family–school partnerships and community involvement driving long-term change. By presenting a comparative lens across diverse contexts, the study highlights how local adaptations within universal commitments can advance equity, participation, and student well-being, while also addressing practical challenges such as resource constraints, assessment tensions, and the need for transparent accountability. The abstract ends with a forward-looking claim: sustainable, inclusive education emerges where policy, practice, and communities co-create learning opportunities that affirm every learner’s dignity and potential.
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