A Review of Inclusive Teaching Practices Supporting Diverse Learners in Regular Classrooms

Abstract

Inclusive teaching practices have become a central focus of contemporary education as schools increasingly recognize the importance of supporting diverse learners within regular classroom environments, where students differ widely in linguistic background, cultural identity, cognitive processing styles, disability status, socio-emotional development, learning preferences, and prior educational experiences. This review paper analyzes the principles, pedagogical strategies, implementation models, and developmental impacts of inclusive teaching practices designed to ensure that all learners participate meaningfully in shared instructional settings without segregation, marginalization, or lowered academic expectations. Drawing upon research in universal design for learning, differentiated instruction, culturally responsive pedagogy, social inclusion theory, and special education integration models, the paper examines how inclusive practices enhance academic engagement, promote equitable access to curriculum, support socio-emotional well-being, and improve learning outcomes across heterogeneous student populations. The review emphasizes that inclusive teaching requires intentional instructional design, adaptive assessment systems, flexible learning pathways, relational sensitivity, and classroom cultures that affirm diversity as an asset rather than a barrier to learning. Challenges related to limited teacher training, systemic constraints, resource inequities, attitudinal barriers, classroom management pressures, and policy inconsistencies are also explored, highlighting the conditions necessary for successful implementation. The paper concludes with implications for educational reform and recommendations for future research focused on sustaining inclusive practices that uphold equity, belonging, and high-level academic participation for all learners within regular classroom environments.