The Hidden Brilliance: Supporting Special Needs Students Through Adaptive Teaching and Inclusive Classrooms
DOI:
https://doi.org/10.5281/zenodo.17516234Keywords:
Inclusive education, Special needs, Adaptive teachingAbstract
This study explores how adaptive teaching strategies and inclusive classroom environments can reveal the hidden strengths of students with special needs, including those with autism, dyslexia, ADHD, and twice-exceptionality. It investigates their experiences of social exclusion and bullying, examines effective teaching models, and evaluates both qualitative and quantitative data gathered through interviews, surveys, and observations. Findings indicate that adaptive strategies, inclusive peer programs, and supportive teacher training significantly enhance learning outcomes, engagement, and student well-being. Recommendations are offered to help schools implement inclusive practices that celebrate diversity and empower every learner.
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