CHAPTER ONE

GENERAL INTRODUCTION

The implementation of inclusive pedagogical practices has become a crucial aspect of modern education, as it seeks to create learning environments that cater to the diverse needs of all students (UNESCO, 2020). Inclusive classrooms, characterized by the presents of students with diverse abilities, cultures and backgrounds require teachers to adopt pedagogical approaches that promote  equity, diversity and social justice (Gay 2018;Ladson- Bilings,2021).

Inclusive pedagogical practices according to  Kuhlthau(2015) and Wang & Holcombe (2010) have a positive impact on student engagement, particularly for students from marginalized groups When teachers employ inclusive strategies, such as differentiated instruction, universal design for learning, and culturally responsive teaching, students are more likely to feel valued, motivated, and connected to the learning process (Hinchey, 2010; Tomlinson, 2014).

Background of the Study

he evolution of inclusive education has been driven by legal mandates, social justice advocacy, and educational reforms aimed at ensuring equity for all learners. The Individuals with Disabilities Education Act (IDEA) (1975) was a significant milestone in the United States, mandating that students with disabilities be educated in the “least restrictive environment” (U.S. Department of Education, 2015). This legislation emphasized the importance of integrating students into mainstream classrooms and laid the foundation for inclusive pedagogical practices. Globally, the Salamanca Statement (UNESCO, 1994) reinforced the right of all children to access quality education in inclusive settings, highlighting the need for teaching strategies that address diverse learning needs.The integration of culturally responsive teaching, differentiated instruction, and active learning strategies has further strengthened student engagement. Gay’s (2000) research on culturally responsive pedagogy emphasized that aligning teaching strategies with students’ cultural contexts fosters emotional and cognitive engagement. For instance, when students see their identities and experiences reflected in the curriculum, they are more motivated to participate actively and invest in their learning. Additionally, Universal Design for Learning (UDL) provides a framework to address diverse student needs through multiple means of representation, engagement, and expression .

Despite these benefits, challenges in implementing inclusive practices persist. Resistance to change, inadequate teacher training, and resource constraints are common barriers. Addressing these challenges requires systemic support, including professional development for educators, policy reforms, and the allocation of resources to create inclusive environments. Every Student Succeeds Act (ESSA) (2015) highlighted the importance of evidence-based practices to enhance student engagement and academic outcomes in inclusive settings, reaffirming the commitment to educational equity (U.S. Department of Education, 2015).Recently, advancements in educational research and technology have introduced innovative strategies to support inclusive practices. For example, digital tools and adaptive learning technologies offer personalized learning experiences that further enhance student engagement. These developments reflect a growing emphasis on integrating inclusive pedagogical practices with modern educational approaches to ensure that all students thrive in diverse classrooms.

Conceptually, According to Florian and Black-Hawkins (2011), inclusive pedagogical practices is defined as teaching strategies that respond to the diverse needs of all learners by removing barriers and creating equitable learning opportunities. inclusive pedagogy shifts from addressing deficits in individual learners to focusing on teaching approaches that support participation and achievement for all students, regardless of their backgrounds or abilities. They emphasize that inclusive pedagogy is not about individualizing for specific students but about extending what is available for everyone.

Loreman et al. (2014) describe inclusive pedagogy as a framework that involves differentiated instruction, Universal Design for Learning (UDL), and cooperative learning strategies. These practices focus on designing lessons that allow multiple access points for students, fostering a sense of belonging and engagement. Booth and Ainscow (2011) similarly argue that inclusive pedagogy should aim to transform classroom environments by using reflective practices and collaboration to address diversity as a resource rather than a challenge. Inclusive classrooms are educational settings where students with diverse learning needs, including those with disabilities, are educated together with their peers. Slee (2018) defines an inclusive classroom as a space that embodies equity, collaboration, and mutual respect, where the curriculum and teaching practices are adapted to accommodate a range of learning preferences and capabilities. Meyer et al. (2014) further explain that inclusive classrooms are grounded in the UDL framework, which emphasizes providing multiple means of engagement, representation, and expression to ensure that all students can participate actively.

Students engagement according to Fredricks et al. (2004) refers to involvement, emotional connection and cognitive commitment of students to learning activities. It encompasses three components listed thus, emotional, cognitive, and behavioral engagement (Fredricks, Blumenfeld, & Paris, 2004). when teachers employ inclusive strategies such as differentiated instruction, collaborative learning, and culturally responsive teaching, they create a classroom atmosphere that encourages active participation from all students Tomlinson, (2014).   Differentiated instruction is particularly effective in addressing the varied learning styles and needs within an inclusive classroom. By tailoring lessons to accommodate different abilities and preferences, educators can ensure that each student finds meaning and relevance in their learning experiences Tomlinson & Strickland, (2005). This personalized approach not only boosts engagement but also fosters a sense of agency among students as they take ownership of their learning.  collaborative learning is another essential component of inclusive pedagogy. By utilizing group work and peer-assisted learning strategies, teachers can create opportunities for students to interact and learn from one another. this social interaction not only enhances academic outcomes but also promotes social skills and relationships among peers (Johnson, 2019).

Contextually Cameroon, a lower-middle-income country in Central Africa, has made significant strides in expanding access to education in recent decades. The country has committed to achieving the Sustainable Development Goals (SDGs), including SDG 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (United Nations, 2015). However, despite these efforts, Cameroon’s education system continues to face significant challenges, including inadequate infrastructure, limited resources, and a shortage of qualified teachers (World Bank, 2019).At its core, inclusive education seeks to create a learning environment that values and respects the diversity of all students, regardless of their abilities, cultures, languages, or backgrounds (UNESCO, 2017). Inclusive teaching practices in Cameroon has evolved significantly, with policies aimed at ensuring equal access to quality education for all learners, including those with special needs. The government and provide equal educational opportunities for vulnerable groups, including persons with disabilities commitment is evident in the National Policy of Inclusive Education (NPIE), adopted in October 2024, which serves as a guiding framework for implementing inclusive education across.

While Cameroon, and Bamenda in particular, have made significant strides toward inclusive education through policies like the NPIE and the establishment of IERCs, ongoing efforts are necessary to address challenges related to resource allocation and teacher training. Implementing effective inclusive pedagogical practices remains key to improving student engagement and achieving educational equity. Cameroon’s education system has undergone significant reforms aimed at promoting inclusive education. The country’s National Policy on Education (1998) emphasizes the importance of inclusive education, stating that “education should be accessible to all, regardless of their physical, mental, or sensory abilities”. In Bamenda to be precise, the implementation of inclusive education has been marked by the establishment of Inclusive Education Resource Centers (IERCs). These centers like the resource centers with its most prominent headquarters in Baptist Comprehensive High School Nkwen and Government Bilingual High School Bamenda Ntamulung play a crucial role in bridging educational inequities between students with and without disabilities. A study focusing on IERCs in Bamenda highlighted their contributions to the effective implementation of inclusive special education, emphasizing the importance of such centers in promoting social justice and eliminating inequalities.

The process of differentiated instructions involves how students make sense of the content, which may include using tiered activities, learning centers, or cooperative learning structures to engage students with varying abilities and learning profiles Tomlinson ,(2001). Some learners benefit from graphic organizers,  while  others prefer group discussions or hands-on activities. Meanwhile, product differentiation involves varying the outputs through which students demonstrate their learning, allowing them to choose from options like presentations, written reports, or creative projects (Tomlinson, 2003). These strategies empower learners by offering autonomy and aligning assessment with their strengths. Collectively, content, process, and product differentiation promote equitable learning experiences that cater to individual differences so as to ensure students engagement in inclusive classroom setting (Gregory & Chapman, 2013; Hall, Strangman, & Meyer, 2011).

 Theoretically, the study is based on the Universal Design for Learning Theory (UDL), developed by David H. Rose and Anne Meyer that seeks to create inclusive educational environments that accommodate the variability of all learners. Rooted in cognitive neuroscience, UDL emphasizes the need for flexible instructional methods, materials, and assessments to ensure that every student has equal opportunities to learn (Rose & Meyer, 2002). The theory posits that traditional, one-size-fits-all teaching approaches often exclude learners with diverse needs. To address this, UDL encourages proactive planning to remove learning barriers and support all students by offering multiple means of engagement, representation, and expression CAST,( 2018). These principles are meant to address the “why,” “what,” and “how” of learning respectively (Rose et al., 2016).

The first principle, multiple means of engagement, focuses on stimulating learners’ interests and motivation for learning by offering choices and fostering relevance. The second principle, multiple means of representation, ensures that content is presented in various formats—such as visual, auditory, or kinesthetic—to support comprehension for different learning styles. The third principle, multiple means of action and expression, allows learners to demonstrate their understanding in diverse ways, such as through writing, speaking, or using digital tools (Meyer, Rose, & Gordon, 2014). These principles collectively aim to create equitable learning environments where differences are seen as assets. UDL has become a foundational model for inclusive education globally, promoting access, participation, and progress for all learners in an inclusive classroom (Ralabate, 2011; Hall, Strangman, & Meyer, 2011).

Lev Vygotsky’s Social Constructivist Theory (1978) remains a cornerstone of contemporary inclusive education, emphasizing that learning is socially constructed through meaningful interactions within cultural and social contexts (Vygotsky, 1978). A central concept in this theory is the Zone of Proximal Development (ZPD)—the gap between what a learner can do independently and what they can achieve with guided support from a More Knowledgeable Other (MKO). This idea is particularly relevant in inclusive classrooms, where learners exhibit a wide range of needs and abilities. Through scaffolding, educators provide structured support that is gradually withdrawn as students gain independence and competence (Shabani et al., 2010). Vygotsky’s framework supports inclusive pedagogical strategies like differentiated instruction, peer-assisted learning, and culturally relevant pedagogy, all of which promote equitable access and participation (Florian & Spratt, 2020; Gay, 2018). His theory also emphasizes the mediating role of language and cultural tools in learning, which aligns with practices such as multilingual instruction and the integration of students’ cultural identities into the curriculum (Daniels, 2017). This socially responsive approach helps create inclusive environments where all learners can connect with content in meaningful ways. In doing so, Vygotsky’s theory offers educators a powerful structure for addressing diversity, ensuring accessibility, and fostering engagement.

In terms of promoting student engagement, Vygotsky’s principles offer a robust framework for fostering active, collaborative, and equitable learning. Designing lessons around the ZPD enables students to engage in tasks that are appropriately challenging and stimulating, which enhances intrinsic motivation and persistence (Kozulin, 2003). Educators acting as facilitators or MKOs guide learners through peer collaboration, inquiry, and dialogic learning—core practices that stimulate cognitive, emotional, and behavioral engagement (Darling-Hammond et al., 2020). These strategies are particularly effective in inclusive classrooms where students may face social, emotional, or academic barriers. Moreover, Vygotsky’s emphasis on co-construction of knowledge nurtures learner agency and interdependence, crucial for building self-confidence and reducing feelings of isolation (Ladson-Billings, 2021). The theory also encourages the use of real-life contexts and cultural relevance to deepen learning, helping students see value in the content and relate it to their experiences. Such responsive teaching strengthens a sense of belonging, which is essential in inclusive pedagogical practices (Florian & Black-Hawkins, 2011). Ultimately, Vygotsky’s theory is not just a model of how learning occurs but a guide for transforming classrooms into inclusive, engaging, and empowering learning communities.

Statement of the Problem

The level of student’s engagement in an inclusive classroom setting could be pre-determined by some factors directly related to the inclusive pedagogical practices or activities that teachers use on the act of teaching so as to enhance student’s engagement in the classroom like active participation, positive relationship, motivation and self-esteem. Scaling the extent to which learners actively engage in classrooms we see that there is high level of student’s disengagement in the sense that there is the problem of low self-esteem, low level of aspirations, and   some sort of weak participation in the classroom. Despite the awareness of the fact that student’s engagement in inclusive classroom is a serious call for concern. It has been observed that, many students find difficulties in participating in classroom activities such as interaction , positive relationships. Based on research  observation ,it is assumed that this could be the  due to absence of proper inclusive pedagogical practices such as differentiated instructions, universal design for learning and collaborative learning and this limits their overall learning outcome .It is there for based on this observation that the researcher  seeks to examine the impacts of inclusive pedagogical practices so as to boost student’s engagement in inclusive classroom in Comprehensive  Baptist  Secondary School Nkwen  and Government Bilingual High School Ntamulung ( Bamenda II Sub Division).

General Research Objective

• To find out the impact inclusive pedagogical practices on students’ engagement in inclusive classrooms in the Bamenda II Sub Division.

Specific Objectives

• To examine the impact of differentiated instructions on student’s engagement in inclusive classrooms in Bamenda II Sub Division.
• To investigate the impacts of collaborative learning on student’s engagement in inclusive classrooms in Bamenda II Sub Division.
• To determine the impacts of universal design for learning on student’s engagement in inclusive classrooms in Bamenda II Sub Division.

Main research questions.

• What are the impacts of inclusive pedagogical practices on student’s engagement in inclusive classrooms in Bamenda II Sub Division?

Specific research questions

• What are the impacts of differentiated instruction on student’s engagement in inclusive classrooms in Bamenda II Sub Division?
• What are the impacts of collaborative learning on student’s engagement in inclusive classrooms in Bamenda II Sub Division?
• What are the impacts of universal design for learning on student’s engagement in inclusive classrooms in Bamenda II Sub Division?