PSYCHOLOGICAL AND PEDAGOGICAL FACTORS INFLUENCING THE DEVELOPMENT OF INCLUSIVE EDUCATION IN PRIMARY EDUCATION
Keywords:
Inclusive education, primary education, psychological factors, pedagogical factors, teacher attitudes, differentiated instruction, peer relationships, assistive technologies, scaffolding, emotional development, special educational needs.Abstract
Inclusive education in primary schools aims to provide all students, regardless of their abilities or disabilities, with equal opportunities for learning. The development and implementation of inclusive education is influenced by various psychological and pedagogical factors. This article explores the critical psychological factors, such as teacher attitudes, peer relationships, self-esteem, and motivation, and examines the pedagogical strategies, such as differentiated instruction, collaborative teaching, assistive technologies, scaffolding, and flexible assessment practices. The article discusses how these factors contribute to the creation of an inclusive environment that supports both the intellectual and emotional development of all students, including those with special educational needs. Understanding these factors is crucial for educators and policymakers to foster an inclusive education system that meets the diverse needs of all children.
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