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VOL. 11, ISSUE 2 (2026)
Inclusive pedagogical practices for understanding different learners: A lesson-based study among B.Ed. pupil teachers of Vasavi college of Education, Puducherry
Authors
Joseph Das
Abstract
Inclusive education has emerged as one of the
most significant dimensions of modern pedagogy, aiming to ensure equal
educational opportunities for all learners irrespective of their physical,
intellectual, sensory, or behavioural differences. Teacher education
institutions have a major responsibility in preparing future teachers to
address classroom diversity effectively. The present paper is based on a
pedagogical lesson conducted for Bachelor of Education second-year pupil
teachers under the course Creating an Inclusive School. The lesson focused on
developing awareness regarding different categories of learners in inclusive
education, such as visually impaired, hearing impaired, orthopaedically
challenged, mentally challenged, and children with learning disabilities like
dyslexia, dyscalculia, dysgraphia, and Attention Deficit Hyperactivity Disorder
(ADHD). Using the Herbartian approach of teaching, the study examined how
structured classroom interaction, motivation, discussion, and presentation
methods can enhance the understanding of pupil teachers toward inclusive
practices. The findings reveal that learner-centred and activity-based
instruction promotes sensitivity, positive attitude, and teaching competency
among future teachers. The paper concludes that exposure to practical lesson
demonstrations on inclusive education is essential for strengthening
professional preparedness in teacher trainees.
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Pages:35-42
How to cite this article:
Joseph Das "Inclusive pedagogical practices for understanding different learners: A lesson-based study among B.Ed. pupil teachers of Vasavi college of Education, Puducherry". International Journal of Multidisciplinary Education and Research, Vol 11, Issue 2, 2026, Pages 35-42
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