Investigating Effective Instructional Practices for Inclusion and Diversity in Classroom

Abstract

Inclusion and diversity are always an area of interest among researchers and practitioners. It ensures the learning opportunities to all learners irrespective of their background, intelligence, socio-economic status, learning disabilities, gender, and localities of the learners in one classroom. This study investigates the instructional practices which support the learning diversities of all student types of students. The researchers followed a quantitative survey research design and the population for this study covered primary school teachers at Government Primary schools of district Swat Tehsil Charbagh. Through simple sampling techniques the researchers selected 163 Primary School Teachers (PSTs). The data were collected through a likert scale questionnaires, the reliability as proved in the pilot testing and was validated through content validity method. The data collected were analyzed through descriptive and inferential statistics, the results revealed that teachers believed culturally responsive instructional techniques, differentiated instructional methods, Universal Design for Learning (UDL), and collaborative learning techniques are the most effective instructional methods and practices that support the inclusion of diverse nature students in a class. Based on the findings, it was recommended that teachers be properly trained in these instructional practices, provide learning resources to schools to support the special needs of diverse students, and the policy makers were recommended to revise the curriculum and prospective teachers’ education in the light of sustainable developmental goals.