Overview

Improving academic performance and achievement requires educational systems to adopt inclusive learning practices that recognize and accommodate the diverse needs of all students. Inclusive education emphasizes equitable access to learning opportunities, tailored instructional methods, and supportive environments that value each learner's background, abilities, and learning style. By implementing strategies such as differentiated instruction, collaborative teaching, and assistive technologies, educators can foster engagement and enhance outcomes for students from various socioeconomic, linguistic, and ability backgrounds. Further research into inclusive learning practices may promote academic success, social cohesion, and lifelong learning. Improving Academic Performance and Achievement With Inclusive Learning Practices explores the integration of inclusive education into academic practices. It examines the use of new curricula, teaching methods, and achievement parameters for improved academic performance across education sectors. This book covers topics such as gamification, multilingualism, and open distance learning, and is a useful resource for educators, academicians, researchers, and scientists.

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Erasmos Charamba is a scientific researcher in the Education department at the University of Limerick, Ireland. He holds a PhD in Education obtained from UNISA, Pretoria. His research focus is on science education, multilingualism, multiculturalism and decolonisation of education. He is also a board member for the Journal of Education Studies. He has supervised master’s and PhD students. He has published over 50 publications and four edited book. He has also guest edited special issues for accredited journals. Shalom Ndhlovana is an emerging, published academic and advancing scholar in the field of education. She has profoundly contributed to the academic community through the editing of two scholarly books and the publication of multiple peer-reviewed online articles. She holds a Bachelor of Education in Intermediate Phase Teaching, a Bachelor of Education Honours, and a Master of Education by Research, all obtained from the University of the Witwatersrand, South Africa. Currently, she serves as an assistant educator in Mathematics at the University of the Witwatersrand, where she supports both teaching and curriculum development. Shalom is actively preparing to pursue a PhD in multilingual Science and Mathematics Education, with a research focus aimed at advancing pedagogical practice and diverse knowledge in the discipline. Her academic trajectory reflects a profound commitment to educational excellence and research driven intellectual footprint..

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