Comparative analysis of inclusive education policies in STEM and general education
1 Educator and Researcher, Nigeria.
2 Today's Solutions, Yaba, Lagos, Nigeria.
3 National Examinations Council (NECO) Nigeria.
Review
Open Access Research Journal of Multidisciplinary Studies, 2024, 07(02), 140–147.
Article DOI: 10.53022/oarjms.2024.7.2.0035
Publication history:
Received on 16 April 2024; revised on 21 May 2024; accepted on 24 May 2024
Abstract:
This research conducts a comparative analysis of inclusive education policies in STEM and general education, examining key components and identifying strengths and weaknesses. In STEM, proactive measures address underrepresentation, fostering hands-on learning and integrating adaptive technologies. General education policies adopt a holistic approach, prioritizing inclusivity across diverse learning environments. Identified gaps include variations in resource distribution and teacher training effectiveness. Implications call for targeted interventions to enhance inclusivity, while recommendations emphasize policy revisions and collaborative initiatives. A cross-disciplinary approach is urged for policymakers to draw upon the strengths of STEM and general education, fostering a more cohesive and equitable educational landscape for diverse student populations.
Keywords:
Inclusive education; STEM education; Educational policy; Comparative analysis; Equity and diversity
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0