Diversifying Classrooms for Children with Special Needs Through an Inclusive Lens

Abstract

The classroom serves as a miniature of society. It is the setting where the diversity of the native community is reflected. The foundation for fostering diversity is inclusive education. Many groups, especially children with special needs, face barriers to their education. Safeguarding with traditional measures or developing distinct frameworks and schools for children with special needs could not effectively address these difficulties. Instead, a truly innovative approach is needed, one that challenges what is conventional and aims to develop instructional frameworks that can respond to and support a wide range of educational institutions. As a result, we need transition to an inclusive approach to address the learning needs of all students. This study investigates how classroom diversity among children with special needs is encouraged by inclusive education. In total, 15 studies were reviewed using the narrative review approach. In this study, we found that classroom diversity impacts the academic achievement and social skills of children with special needs. Furthermore, it enhances academic self-esteem and develops critical thinking skills among these children. It is thus vitally imperative that we adopt an inclusive approach when dealing with diversifying classrooms for children with special needs.