Deliberate Teaching Strategies in Inclusive Science, Math, and ICT Classrooms: Motivating Diverse Learners to Innovate

Abstract

While inclusive classrooms increasingly utilize digital tools for basic accessibility, a critical gap remains in understanding how deliberate strategies transcend remediation to cultivate innovation among diverse learners. Grounded in Constructivist Learning Theory, this qualitative study investigates how educators calibrate instructional strategies to foster innovative thinking in inclusive Science, Math, and ICT (SMICT) classrooms. Using purposive sampling, data were collected from 10–12 teachers and 18–24 diverse learners through semi-structured interviews. Thematic analysis reveals that contextualized problem-solving, scaffolded frameworks, and purposeful technology integration significantly reduce cognitive overload and foster psychological safety. These equitable practices balance structured boundaries with autonomy, heightening intrinsic motivation. Ultimately, this research demonstrates that deliberate constructivist scaffolding empowers students with specific educational needs and learners in inclusive settings to transition from passively accommodated students to authentic creators, offering actionable frameworks for equitable special education pedagogy.