This study explored strategies to monitor the successful delivery of inclusive education in mainstream classrooms. It particularly emphasized the importance of identifying and addressing the gaps that often exist between education policy and actual practice. Tackled from the principles of social constructivism and the Theory of Planned Behavior, the research explored how teachers are able to identify and support students with special needs, recognizing the diverse challenges they face. Employing qualitative methods, the study incorporated a thematic analysis of teacher responses to gaining deeper insights into their experiences and perceptions. Among the key strategies identified are systematic observation, which allows teachers to closely monitor student engagement and diverse assessment techniques that cater to various learning styles. Again, personalized interactions that build trusting relationships and necessary environmental modifications that create an inclusive atmosphere. The findings underscored the critical role of continuous monitoring tools, progress tracking systems, and effective feedback mechanisms to promote a more inclusive educational environment. Furthermore, the study stressed the importance of implementing structured accountability frameworks and providing ongoing professional development.
Keywords: Inclusive education, teacher strategies, special needs, classroom monitoring,
policy implementation
Written by:
Richard Owusu
University of Africa, Zambia
Department of Education
Email: kwamenoah521@gmail.com
Phone Number: +27 60 421 9776