CURRICULAR DESIGN AND METHODOLOGY TO SUPPORT THE INCLUSIVE PEDAGOGY APPROACH

Abstract

This study aims to explore curricular adjustments that
support an inclusive pedagogy approach within university
settings, focusing on how learning objectives, teaching methods,
and learning activities can be adapted to meet the diverse needs
of students. The research examines the practical implementation
of these adjustments and investigates the challenges and
opportunities for fostering an inclusive learning environment. By
analyzing the experiences of both university teachers and
students, this study seeks to contribute strategies that promote
equitable participation and learning for all. The research untilizes
a mixed-methods approach, integrating both quantitative and
qualitative data to offer a comprehensive analysis. The
quantitative component involved administering two distinct
questionnaires—one for university teachers and another for
students—at the University of Bucharest, with 19 teachers and
54 students participating. The questionnaires, structured on a 5-
point Likert scale, collected data on the perception of inclusive
pedagogical practices. The qualitative component included indepth
interviews with five participant
analysis to identify key themes related to student learning needs,
inclusive participation, and classroom diversity. Findings from
this study highlight the importance of differentiated instruction,
collaborative work, flexible assessment, and the integration of
technology in supporting inclusive practices. The research
underscores the need for continued professional development for
autonomy and empowerment in an inclusive classroom. This
research seeks to provide valuable insights for developing
strategies that enhance inclusivity in higher education.