Inclusive teaching practices and its impact on learning outcomes: A comparative study of low-end and high-end schools in Kathmandu

Abstract

Within Nepal's diverse social context, children from minority castes, such as Dalits, often encounter historical and systemic discrimination that impacts their educational opportunities. Inclusive education seeks to challenge discriminatory attitudes and provide an inclusive space where all students can feel valued and respected, irrespective of their caste or social background. In addition, children affected by the challenges of differences face stigma and social isolation, which can hinder their participation in regular educational settings. Inclusive teaching practices encompass the development of a compassionate and supportive learning environment that addresses the unique needs of these children and ensures their holistic well-being. This study studies effectiveness of inclusive teaching practices in catering to the needs of children with disabilities, those from economically disadvantaged backgrounds, children from minority castes like Dalits, and those affected by HIV/AIDS by exploring the challenges faced by different schools in implementing inclusivity, we can unravel the underlying socio-economic, cultural, and institutional factors that either facilitate or hinder the realization of inclusive education for these vulnerable groups. Key words: Inclusion, Socio-economic, Pedagogy, Disability, Minority.