Translating educational policies into tangible actions, practices, and strategies within educational institutions to achieve intended outcomes.
Published in Chapter:
Navigating the Landscape of Inclusive Education: Bridging the Policy-Practice Divide
Surjit Singha (Kristu Jayanti College (Autonomous), India),
Ranjit Singha (Christ University, India),
V. Muthu Ruben (Christ University, India),
Shruti Jose (Christ University, India),
Elizabeth Mize (Rajiv Gandhi University, India), and
Alphonsa Diana Haokip (Christ King High School, India)
Copyright: © 2024
|Pages: 19
DOI: 10.4018/979-8-3693-1614-6.ch010
Abstract
This chapter examines the complex interplay between policy and practice in inclusive education. With an emphasis on educational equity, this study explores the significance of collaboration among stakeholders, sufficient preparation of teachers, and the evaluation of inclusivity. The chapter offers a comprehensive perspective on implementing inclusive education by discussing prevalent obstacles, approaches to surmounting these barriers, and the distinct requirements of exceptional students. By forecasting forthcoming trends and providing policymakers and educators with recommendations, it envisions a future in which collaborative endeavours and data-driven decision-making drive the advancement of educational environments that are more inclusive, equitable, and responsive.