Pedagogical Change for Developing Inclusive Class Room Practice in Science Learning
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Abstract
National Education Policy of Government of India (NEP- 2020) provides valuable insights and recommendations on various aspects of education system that include move towards inclusive and holistic education, “The NEP 2020 is found on the five guiding pillars of Access, Equity, Quality, Affordability and Accountability”. It will prepare our youth to meet the diverse national and global challenges of the present and future. Inclusive education embraces the diversity of students. It acknowledges that every learner is unique, with varying strengths, challenges, learning styles, and cultural backgrounds. Inclusion aims to celebrate these differences and create an environment where all students feel valued and respected. The aim of NEP-20 is to construct learning situations that are approachable to all need and beneficial to achieve educational outcomes, and ultimately to a more equitable society. This paper is humble attempt to discuss the pedagogical change for inclusive classroom in light of recommendations of NEP-20. The paper tries to explore some factors of teaching pedagogy which could be fruitful for implementation of inclusive classroom in terms of equitable
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