Promoting Inclusive Education and Special Needs Support through Psychological and Educational Frameworks

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@article{1706746,
      author = {Uyok Hanson, Chioma Angela Okonkwo, Christiana  Uchechukwu Orakwe},
      title = {Promoting Inclusive Education and Special Needs Support through Psychological and Educational Frameworks},
      journal = {Iconic Research And Engineering Journals},
      year = {2024},
      volume = {8},
      number = {6},
      pages = {531-542},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1706746.pdf},
      abstract = {This review paper explores the critical role of psychological and educational frameworks in promoting inclusive education for students with special needs. It examines key psychological theories, such as cognitive-behavioral and developmental models, which help educators understand and address the diverse challenges faced by students with disabilities. Additionally, it highlights the importance of psychological assessments and interventions in identifying and supporting learning disabilities and mental health issues. The review also discusses educational frameworks, including Universal Design for Learning (UDL) and Response to Intervention (RTI), as effective strategies for fostering inclusive learning environments. Furthermore, the paper identifies significant challenges in implementing inclusive education, such as resource limitations, lack of teacher training, and societal biases. It recommends improving inclusive education through teacher development, policy reform, community collaboration, and technological integration. By integrating psychological and educational frameworks, schools can better meet the needs of all learners, ensuring equal access to quality education.},
      keywords = {Inclusive education, Psychological frameworks, Special needs support, Universal Design for Learning (UDL), Response to Intervention (RTI), Educational frameworks},
      month = {December},
  }