Teachers’ Role in Promoting Inclusive Classrooms: Perspectives from Government Schools

Abstract

Inclusive education seeks to ensure that all learners, regardless of their abilities, backgrounds, learning needs, language, or social and cultural differences, have equal opportunities to participate and learn in the classroom. Teachers play a central role in creating inclusive classroom environments because their attitudes, teaching practices, classroom management, and interaction with learners can significantly influence the success of inclusion. The present paper examines the role of teachers in promoting inclusive classrooms, with particular attention to the perspectives and practices of government school teachers. It explores how teachers support learner participation, address individual learning needs, adapt teaching strategies, encourage peer interaction, and create a positive and supportive classroom environment. The paper also discusses the major challenges teachers may encounter while promoting inclusion, including diverse learning needs, limited teaching resources, inadequate professional development, language and cultural differences, and large classroom sizes. Further, it highlights the importance of continuous professional development, differentiated instruction, collaborative practices, appropriate teaching-learning materials, and supportive school environments in strengthening teachers’ capacity to promote inclusion. The paper argues that effective inclusive education depends not only on educational policies and infrastructure but also on teachers’ ability and willingness to translate inclusive principles into everyday classroom practices. Strengthening teachers’ professional competencies and providing adequate institutional support can therefore contribute significantly to the development of more equitable, participatory, and inclusive classrooms in government schools