Sustaining Inclusion: A Conceptual Framework for Pedagogical Innovation in Support of Students with Specific Learning Disabilities

Education is supposed to educate in various skills, competencies, knowledge to all learner and promotes lifelong learning. As per the NEP (2020 pg.no.23) there is an urgent need for additional special educators for certain areas of school education. Some examples of such specialist requirements include subject teaching for children with disabilities/ Divyang children at the Middle and Secondary school level, including teaching for specific learning disabilities. In Inclusion set up heterogeneous group so every child is unique so that every child has unique learning needs. Inclusion set up should accommodate all children included all diverse learner. UGC (2023) published Guidelines for Credit Based Course on Pedagogical Aspects for Teaching Divyangjans and Persons with Specific Learning Disabilities (SLDs) Teachers supposed to use universal pedagogical approaches to enhance sustainability of CwSLD in school education. However, in inclusion this conceptual article proposes a framework for pedagogical innovation centered on Universal Design for learning (UDL), differentiated instruction, assistive technology, and collaborative partnerships. It argues that a holistic and responsive approach to teaching and learning is essential for fostering inclusive environments where students with SLDs can thrive. This paper aims to introduce Use of New pedagogical approaches for sustaining of children with Specific learning Disability in Inclusive set up. This prepare examines previous researches and studies that investigate effective pedagogical practices to use sustaining CwSLD in inclusive set up.