Key points are not available for this paper at this time.
This study aimed to assess the strategies that facilitate the effective inclusion for students with disabilities in mainstream classroom settings. It employed a descriptive quantitative research methodology, utilizing a pre-designed questionnaire for data collection that was informed by an extensive investigation of relevant literature and statistical analysis was performed using SPSS. This study included descriptive statistics as well as inferential methods such as t-tests and ANOVA to analyse the replies. The findings indicate that educators hold a predominantly positive view of inclusive education strategies, particularly in relation to co-teaching, differentiated instructions and Universal Design for Learning (UDL). While variations were observed based on gender, title, and region, it was evident that collaborative planning among teachers was crucial. These disclosures highlight the importance of continuous professional development, collaborative relationships, and adequate allocation of resources in promoting inclusive practices. The objective of future research should be to enhance equitable learning environments for all students by conducting in-depth investigations into the professional backgrounds and contextual factors that influence the execution of inclusive education.
Aftab et al. (Sat,) studied this question.