Transforming Inclusive Classrooms Through Student-Centred Teaching Practices: A Conceptual Framework for Enhancing Learning Outcomes in Special Education

Abstract

The global commitment to inclusive education enshrined in the United Nations Sustainable Development Goal 4 (SDG4) requires teachers, school leaders, and policymakers to build learning environments that accommodate diversity of students(Loreman, Deppeler, & Harvey 2011) across cognitive, behavioural, emotional, and social dimensions. At present, the field lacks a practical framework capable of integrating evidence-based strategies, and this conceptual paper will fill this gap.This study draws on four classic educational theories—constructivist learning theory, social learning theory, humanistic education theory, and Universal Design for Learning (UDL)—to build an integrated framework for effective teaching methods in special education. It consolidates the framework’s core dimensions into five pillars, and all nine evidence-based teaching dimensions embedded in the framework are explicitly defined, serving as the core analytical framework for the full paper. This paper proposes that inclusive classrooms cannot be built relying on a single strategy, and require coordinated efforts from five core dimensions, including relational dynamics and pedagogical approaches. A supporting framework can help educators put the concept of inclusive education into practice and clarify clear practical directions for teachers, school administrators, and policymakers.