INCLUSIVE EDUCATION: PRINCIPLES, CHALLENGES, AND PROSPECTS IN MODERN PEDAGOGICAL PRACTICE
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Abstract
Inclusive education is recognized as a fundamental human right and a key element of equitable and quality education for all learners, regardless of their physical, cognitive, social, or linguistic differences. This paper explores the concept, implementation strategies, and challenges of inclusive education in contemporary schools. A mixed-methods study was conducted among teachers and administrators from general education institutions to assess attitudes, readiness, and institutional barriers toward inclusion. The results revealed that while most educators support the philosophy of inclusion, there is still a lack of methodological preparation, special pedagogical resources, and institutional support. The study concludes that teacher training, community awareness, and policy reinforcement are essential for achieving sustainable inclusion in education.
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References
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