Inclusive education is based on the principle that all learners, regardless of their abilities or backgrounds, should learn together in the same environment. Teachers therefore need to modify methods, materials and assessments to accommodate diversity. The goal is not merely physical presence but meaningful participation and learning for every student. Adapting strategies is central to this approach.
Option A:
This option views diversity as a problem, which contradicts the inclusive philosophy that sees diversity as a resource. Trying to eliminate differences can lead to exclusion and assimilation pressures.
Option B:
This option correctly captures the proactive role of the teacher in inclusive settings. It implies differentiated instruction, supportive assessment and sensitivity to barriers faced by particular groups. By adjusting teaching rather than expecting students to conform to a single pattern, the teacher creates a more equitable learning environment.
Option C:
This option advocates segregation, which is against the core idea of inclusive education. While some specialized support may be needed, it should be provided within or linked to mainstream settings wherever possible.
Option D:
This option suggests ignoring language and cultural backgrounds, which can make some learners feel invisible. Inclusive teaching calls for recognizing and valuing students’ cultural capital, not erasing it.
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