CURRICULAR DESIGN AND METHODOLOGY TO SUPPORT THE INCLUSIVE PEDAGOGY APPROACH

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.