INCLUSIVE PEDAGOGY IN HIGHER EDUCATION: DISABILITY PERSPECTIVE

Abstract

Inclusive pedagogy is learner- centered and equity- centered, creating an overarching knowledge terrain where scholars feel inversely invited and included. Advanced education plays an important part in the employment of persons with disabilities. It promises an independent actuality for the existent in society. Realizing this, stakeholders are moving towards an inclusive terrain in educational institutions. But the reality is truly bogarting that in developing countries like India truly multitudinous persons with disabilities have access to advanced education. Conducted through focus group exchanges, this study fully explores the challenges, being installations and necessary lodgement in an advanced education set- up for the benefit of scholars with disabilities (SwDs). Vacuity, classroom functions, accommodation for examinations, communication, social stations and employment challenges were stressed as major areas that demanded attention. The results reflect poor planning, performance of disability policy, lack of disability perceptivity in society and shy vacuity of coffers in a developing country. Support network reports, handed by musketeers at college, emphasize the power of humanity in disability covering installations. The voices of people with disabilities reverberate with the lack of programs and services available in a developing country like India. Inclusive pedagogy argues that the social individualities of both scholars and instructors have a direct impact on the knowledge experience.