Breaking Barriers: Fostering Inclusivity in Teacher Education through Competency-Based Framework

Breaking Barriers: Fostering Inclusivity in Teacher Education through Competency-Based Framework

Dr. Akthar Parveen^*

Department of Education & Training, Maulana Azad National Urdu University-Hyderabad

^*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0328

Received: 11 June 2025; Accepted: 12 June 2025; Published: 15 July 2025

ABSTRACT

Inclusive education aims to give every student, independent of their abilities, background, or learning needs, a high standard. Getting teachers ready for inclusive classrooms calls for a change from conventional teaching paradigms to a competency-based framework stressing attitudes, skills, and information vital for handling diversity. The need, framework, and application of a competency-based model in teacher education to improve inclusive teaching are investigated in this paper. It offers a complete framework for building inclusive education competencies in pre-service and in-service instructors drawing on theoretical viewpoints, current models, and empirical data.

Keywords: special needs, inclusive education, teacher preparation, diversity, teacher education, competency-based education,

INTRODUCTION

Inclusive education is a basic idea codified in international educational programs such as UNESCO’s Education 2030 and the Sustainable Development Goal 4 (SDG 4), which stresses inclusive and fair quality education for all. Teachers must have the appropriate skills to handle a wide spectrum of learner needs—including pupils with impairments, learning challenges, socio-economic problems, and varied linguistic and cultural backgrounds—for classrooms to be really inclusive. This article contends that teacher education should give inclusiveness a top priority using a competency-based methodology.

Emphasizing the active role of teachers in creating inclusive learning environments, the research based on constructivist learning theory and social justice education promotes inclusive education. Vygotsky socio-cultural theory affirms the idea that learning is a social process that has to fit different students. By emphasizing clear results and student-cantered methods, competency-based education (CBE) fits with this ideas. Let us try to understand the concept of Competency based approach in teacher education.

Research Review

• Anne Moran (2007) researched on the topic Embracing inclusive teacher education. The main aim was to examine which initial teacher education programmes contribute to the development of inclusive attitudes, values and practices. Data was obtained from the research commissioned by Department of Education Northern Ireland. They tried to find out existing practices for inclusive teacher educational institutions.
• C & Alm.B (2010) have conducted case study to investigate in what sense classrooms are ‘inclusive’, especially as regards the point of view of the pupils. They have conducted interviews, gave questionnaires, sociogram, and data analysis proves that student feel that they experience it as a complex phenomenon.
• C (2012) conducted research entitled Promoting inclusivity through and within teacher education programmes. Data were collected from four senior programme administrators, 10 faculty members and 25 teacher candidates via interviews, focus groups and professional development journals. This study tried to find out the definition of inclusivity. They found that there are three types of inclusivity-integrative, dialogical and transgressive. It concluded explaining the challenges of preparing inclusive teachers.
• Simon Finkelstein,Umesh Sharma,&Brett Fur longer (2019) researched on the topic’ The inclusive practices of classroom teachers: a scoping review and thematic analysis. The purpose of this scoping review was to determine which teacher practices are related to high-quality inclusion, when conducting classroom observations. The researchers concentrated on the five componenents-Collaboration and Teamwork’, ‘Determining Progress’, ‘Instructional Support’, ‘Organisational Practices, ‘Social/Emotional/Behavioural Support and prepared guide for implementation.
• Daniela Maria and Cretu, Felicia Morandau (2020)researched on the topic Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research. They have conducted literature review on initial teacher education for inclusive education by using bibliometric analysis for 440 documents indexed by Web of Science. And found out that there is a need to develop cross border research groups to ensure progress in this field by mapping the emerging ITEIE research literature.

Competency-Based Teacher Education: Conceptual Over View

For inclusive education one need to understand the following essential concepts in detail.

• Understanding inclusive pedagogy, legal and policy frameworks, learner diversity, and universal design for learning (UDL) is knowledge competency.
•  Competitive skills include collaborative techniques, modified assessment, and classroom management and differentiated instruction.
• Attitudinal competencies include empathy, equity, cultural sensitivity, and dedication to every learner’s success.

Inclusive Pedagogy:

It  is an approach to teaching that ensures all students, regardless of their backgrounds, abilities, or learning needs, feel valued and supported in the learning process. In the context of practicing inclusive classroom strategies, inclusive pedagogy prioritizes equitable access to education by adapting teaching methods, classroom interactions, and curriculum design to accommodate diverse learners.

Key principles of inclusive pedagogy include student centred learning, differentiation, universal design for learning, equity and representation, collaborative and inclusive culture. Hence to foster inclusive classrooms in teacher education it is essential to incorporate all the above said strategies.

Legal And Policy Frame Work Of Inclusive Education:-

 It includes international national and institutional policies which ensure that every student regardless of ability, background, or special needs have equal access to quality education.

At international level we have Universal declaration of Human rights(1948), which emphasizes on right to education for all and UNESCO Salamanca statement (1944) says schools should accommodate all children regardless of their conditions, United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (2006) – Emphasizes inclusive education as a human right. Sustainable Development Goal 4 (SDG 4) (2015) – Calls for inclusive and equitable quality education for all by 2030.

Every country adopts inclusive policy based on the international agreement. Similarly India s Right to education act (2009) guarantees free and compulsory education to children including with disabilities. At institutional level every institution follows inclusive policy. But unfortunately lack of teachers trained in inclusive teaching methods, lack of funding (Ayman Massouti 2019) and infrastructure, resistance to inclusive policies and policy enforcement mechanisms are the barriers of having inclusive classrooms in teacher educational institutions.

Learners Diversity: To embrace learner’s diversity it is essential to

• Promoting inclusiveness which needs intentional strategies, to embrace student’s background, abilities and perspectives.
• Creating safe and welcoming backgrounds by open discussions, developing empathy, respect and cultural sensitivity in interactions and using inclusive languages in teacher educational institutions.
• Adapting teaching methods to support diverse leaning styles by implementing universal design for learning including visual, auditory, kinaesthetic activities, and providing personalized support to the students.
• Diversifying curriculum and learning materials by electing various texts, examples, and case studies of various cultures, incorporating multilingual resources, contenet having multiples perspectives and experiences.
• Encouraging collaboration and peer learning by group projects, and discussions, making inclusive seating arrangements, and promoting mentoring programmes.
• Providing equal access and accommodations to physically accessible to disable
• Alternative assessment like projects, presentations and portfolios to identify different strengths of student teachers.
• Providing extra supporting material for learning to the needy student teachers
• Taking feedback reflecting on the practices and engaging in professional development activities in teacher educational intuitions
• Partnership with families and communities
• Creating an environment where all the student teachers feel valued, supported and empowered

Universal Design for Learning: It is the way of making education access sable, flexible and equitable. It requires

• Multiple means of engagement through personalized learning, collaborative earning, peer discussions, projects flexible learning environments, quite learning places, interactive areas, movement areas with growth mind set and self reflection in teacher education
• Multi model teaching using visuals, videos, hands on activities, audio content and printed materials to teach concepts in educational courses
• Using Braille, language interpretations and text to speech for students with disabilities
• Options to the student teachers related to learning, assessment and evaluation
• Addressing linguistic diversity by. providing language support to the students of different states
• Using interactive tools like harts, concept maps, mind maps, infographics to enhance understanding of various concepts of teacher education
• Flexible assessment methods like written work, presentations, discussions, projects, artistic expressions in teacher education courses
• Integrating technology like graphic organizers, assistive technology, speech to text to express their ideas during discussions, debates, in micro teaching, project work, assignments
• Encouraging use of Choice based demonstrations like creating videos, designing models and writing essays to express their understanding
• Using Alternative communications like peer assisted earning, storytelling, role playing and interactive quizzes
• For effective implementations training teacher educators, teachers through workshops and professional development programmes
• Modifying curriculum for flexible paths ways of learning for students
• Training the teachers in use of adaptive technologies like digital boards, speech recognition software’s, interactive apps
• Encouraging growth-oriented learning cultures

Competitive Skills

• Teacher educational intuitions must develop various skills among the student teachers foundational skills like class room management, lesson planning, curriculum development, and assessment and data analysis, effective communication skills.
• 21^st century skills like technology integration, social and emotional learning, cultural responsiveness, adaptability, flexibility, critical thinking and problem-solving skills.
• Professional development skills like team work, leadership, lifelong learning skills, mentoring and coaching skills
• Soft skills like empathy, creativity and patience.

Collaborative Techniques:  it is the process where students work in small groups for a common goal. This is possible i teacher education programmes through peer tutoring, group discussions, projects, case studies, problem solving learning, simulations, peer editing, and role playing techniques.

Modified Assessment:-It is the process of adjusting standard assessment methods to accommodate diversified learners. This is possible by giving extra time, giving different assessment format, simplifying the language, using assistive technologies, differentiated instructions, scaffolding, breaking down complex task to the student teachers who are from diversified backgrounds.

Classroommanagement: It requires clear communication, consent and understanding between teachers and taught collaboration and positive reinforcement of the faculty. For effective classroom management the faculty must establish clear expectations and rules in teacher educational institutions. They need to create inclusive and safe environment by using respectful language, address the conflicts, understanding the diverse needs, fostering the sense of belongingness, celebrating the differences, incorporating students voice in decision making and continuous development through assessment, feedback, and reflection.

Attitudinal Competencies: It involves developing a belief towards diversity and inclusive classrooms. This is possible by developing empathy, open mindedness, self awareness, and cultural competence, knowing the potential of the students and developing patience.

In India as a result of NEP2020 inclusive education Inclusive teacher education has been through the Integrated Teacher Education Programme (ITEP), which encourages teachers to acquire inclusive competencies.

Inclusive Practices in Teacher Education- Implementation Strategies

• Curriculum Redesign: Including inclusive education across every course
• Inclusive settings include practicum including observation, microteaching, and co-teaching with special educators.
• Assessment Methods: Portfolio, simulation, and peer review based and performance-based evaluations.
• Continuous professional development (CPD) consists of workshops, seminars, and refresher courses aimed at maintaining and updating skills.

Difficulties And Obstacles

• Limited contact with inclusive settings during training
• Resistance to institutional culture change
• Insufficient cooperation amongst special education and general education teachers
• Not enough policy alignment and resource distribution

RECOMMENDATIONS

• Policy makers ought to insist that inclusive education competencies be central prerequisites.
• Institutions have to make resources available for faculty development and cross-disciplinary cooperation.
• Teacher education programs ought to collaborate with inclusive schools for real world training.
• Create competency frameworks grounded in cultural context.

CONCLUSION

Finally, inclusive classrooms cannot be realized without a competency-based method of teacher education. It helps instructors be responsive, flexible, and successful in tackling various learners. Achieving the goals of SDG 4 calls for coordinated efforts to reframe teacher education programs around inclusivity and competency building.

REFERENCES

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9. Convention on the Rights of Persons with Disabilities – Wikipedia
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