Inclusive Artful Learning (IAL) in School Education: Pedagogical Strategies & Implementation Barriers

सार

This article explores Inclusive Artful Learning (IAL) as a pedagogical approach in teaching and learning. The purpose of this study is to examine existing pedagogical strategies within the context of Inclusive Artful Learning (IAL) to promote the inclusion of diverse learners in the mainstream classroom. This study also highlights the primary barriers that teachers face in implementing inclusive artful practices. For this purpose, a content analysis of art-based learning was conducted by reviewing policy documents, frameworks, guidelines, theoretical perspectives, and a few recent studies on inclusive arts-integrated learning and arts-based pedagogy. After the analysis, this study concludes that inclusive artful learning has strong potential to make the classroom more inclusive and engaging. Inclusive Artful Learning (IAL) can transform school education through pedagogical strategies. These strategies include fostering student participation, utilising assistive tools and information and communication technology (ICT), enhancing teacher capacity, allowing curricular flexibility, implementing assessment techniques, promoting stakeholder collaboration, and creating supportive school environments. This study also identifies challenges to implementation, including inadequate teacher training, resource shortages, infrastructural and technological issues, inflexible curricula and assessment methods, and inconsistent alignment between policy and practice. We can ensure its effective implementation through policy guidelines and UDL principles. After studying this research article, it will be helpful for preservice and in-service teachers to adopt and adapt strategies and activities for the sustainable inclusion of artful learning.