INCLUSIVE PEDAGOGY: A MEANS TO ENHANCE TEACHERS’ KNOWLEDGE OF CLASSROOM ASSESSMENT PRACTICES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN ORDINARY CLASSROOMS

This article provides an overview of inclusive pedagogy, also referred to as the inclusive pedagogical approach. Conceptually, the approach is predicated on a shift in pedagogical thinking away from conventional approaches that work for most learners existing alongside something additional or different for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life. The article also recommends how the approach can be incorporated into teachers’ development of knowledge on how to handle assessment practices in ordinary classrooms for learners with special educational needs