Psychological and Pedagogical Factors Influencing the Development of Inclusive Education in Primary Education
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Abstract
Inclusive education seeks to provide equitable learning opportunities for all students, including those with diverse physical, cognitive, and emotional needs. In primary education, successful implementation of inclusion depends not only on policy but also on key psychological and pedagogical factors that shape student experience and teacher practice. Despite widespread advocacy, inconsistencies remain in effectively addressing the individual needs of students within mainstream classrooms. While literature identifies components such as differentiated instruction and teacher attitudes as important, a comprehensive understanding of how these psychological and pedagogical elements jointly impact inclusive learning environments in early education remains underexplored. This study aims to examine the interrelation of psychological factors—such as teacher attitudes, peer relationships, self-esteem, and motivation—and pedagogical strategies including collaborative teaching, scaffolding, assistive technologies, and flexible assessment practices in the development of inclusive classrooms. The findings indicate that teacher optimism, social inclusion among peers, and the application of adaptive pedagogical tools significantly enhance both academic engagement and emotional well-being of students with and without special educational needs. Inclusive environments thrive when teachers foster empathy, tailor instruction, and utilize technologies that support accessibility. This research offers a dual-factor model integrating emotional development with pedagogical practice, providing a holistic framework for primary educators. Creating inclusive primary classrooms requires professional development, systemic support, and the implementation of evidence-based strategies that address both cognitive and emotional learning needs, ensuring that every student can participate, progress, and succeed.
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