Abstract
This article provides a comprehensive review on inclusive practices for student with disabilities, aiming on their role in promoting equity in education. The major goal of equitable teaching for children with disabilities is to provide need-based support to ensure equal learning opportunities in inclusive schools. Children with disabilities definitely need the support of peers and teachers in an inclusive school. In recent research it examines the legal frameworks, such as the individual with disabilities education Act (IDEA) and the United Nations convention on the rights of persons with disabilities (CRPD), the rights to education Act, and Right of person with disabilities Act (2016), that serve as support environment for inclusive education. This article provides an overview of the practical aspects of teacher trainees, cooperation among educators and adoption of universal design for learning (UDL) principles. It highlights the transformative potential of inclusive practices in creating a more equitable educational system for all students in inclusive school.
Keywords: inclusive education, students with disabilities, equity in education
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