Toward a Theoretical Model of Inclusive Teaching Strategies  a An Action Research in an Inclusive Elementary Class

Abstract

Inclusion at school can be seen constituting of small but significant issues, such as the participation in the learning community, the experiences of success, and studying and playing together with classmates. An instruction strategy which takes into consideration pupils’ different learning phases and aims to their participation was constructed in this research. As a theoretical framework, the Universal Design for Instruction (UDI) and Vygotsky’s zone of proximal development was applied. The study method was collaborative action research. The teacherresearcher collected the data during mathematics and mother tongue lessons in an inclusive elementary class and the study was a part of a large empiric development project that aimed at combining the knowledge and know-how from the fields of special education and general education into participatory basic education. Co-operative teaching was a crucial, underlying support for the strategy and the whole inclusive approach. The findings were explicated and drafted through examples of teaching and learning situations carried out during the research. In this study, a three-level framework for inclusive pedagogies was constructed.

The Influence of Mother Tongue(s)on the Learning and Teaching of English as a Foreign Language at Three Universities: The Case of Protestant, Kinshasa and Technological/Bel Campus Universities in the Democratic Republic of Congo

February 24, 2026

This paper attempted to assess the attitudes of students in