31, March 2025

Laying the First Brick: Building 21st-Century Skills in Teacher Training for Inclusive Education

VOLUME-8; ISSUE-3; MAR-2025

Author(s): 1. Danveer Gautam, 2. Ashish Kumar Gupta

Authors Affiliations:

1Asst. Professor (HI), Department of ID, FoSE, DSMNR University, Lucknow (U.P.)

2Asst. Professor, Department of VI, FoSE, DSMNR University, Lucknow (U.P.)

DOIs:10.2018/SS/202503003     |     Paper ID: SS202503003


Abstract
Keywords
Cite this Article/Paper as
References

The 21st century demands inclusive, competency-based pedagogy that enables educators to cater to diverse learning needs of students, such as hearing-impaired students. "Laying the First Brick: Building 21st-Century Skills in Teacher Training for Inclusive Education" examines how teacher training institutions can incorporate critical thinking, technology, and adaptive teaching practices to promote inclusive learning for everyone. Conventional teacher training fails to have a systematic method of assisting students with hearing impairments. The paper emphasizes important 21st-century skills—communication, creativity, collaboration, and critical thinking—as necessary for teachers working in inclusive classrooms. The paper discusses the utilization of visual and digital learning aids like sign language, speech-to-text, interactive multimedia, and AI-driven assistive technologies, involving active participation of students. Social-emotional learning also supports peer collaboration, empathy, and self-advocacy, making the classroom inclusive. Experiential learning and hands-on training equip instructors to design adaptive teaching methods for hearing-impaired pupils. The research also focuses on policymaking and institutional support in teacher training institutions. Interinstitutional collaboration between school institutions, policymakers, and communities is crucial for sustainable inclusive education, as recommended by UNESCO's Sustainable Development Goal 4 (Quality Education). Through encouraging competency-based teacher training, this paper supports curriculum reforms that empower educators to practice diversity, providing equal chances of learning for all learners especially those with hearing disabilities.

Inclusive Education, 21st-Century Skills, Teacher Training, Hearing Impairment, Adaptive Teaching, Assistive Technology etc.

Danveer Gautam,  Ashish Kumar Gupta(2025); Laying the First Brick: Building 21st-Century Skills in Teacher Training for Inclusive Education, Shikshan Sanshodhan : Journal of Arts, Humanities and Social Sciences,      ISSN(o): 2581-6241,  Volume – 8,   Issue –  3.,  Pp.13-19.        Available on –   https://shikshansanshodhan.researchculturesociety.org/

  1. Darling-Hammond, L. (2017). The Right to Learn: A Blueprint for Creating Schools That Work. Jossey-Bass.
  2. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2020). Exceptional Learners: An Introduction to Special Education. Pearson.
  3. Marschark, M., & Spencer, P. E. (2016). The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford University Press.
  4. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
  5. OECD (2018). The Future of Education and Skills: Education 2030. Retrieved from www.oecd.org
  6. UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. Paris: UNESCO.
  7. UNESCO (2020). Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
  1. Ainscow, M. (2016). Struggles for Equity in Education: The Selected Works of Mel Ainscow. Routledge.
  2. Marschark, M., & Spencer, P. E. (2016). The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford University Press.
  3. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
  4. UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. Paris: UNESCO.
  5. UNESCO (2020). Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
  1. United Nations (2006). Convention on the Rights of Persons with Disabilities (CRPD). Retrieved from www.un.org
  1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). “The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions.” Child Development, 82(1), 405-432.
  2. Marschark, M., & Spencer, P. E. (2016). The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford University Press.
  3. OECD (2018). The Future of Education and Skills: Education 2030. Retrieved from oecd.org
  4. P21 (2019). Framework for 21st Century Learning Definitions. Partnership for 21st Century Learning. Retrieved from battelleforkids.org
  5. Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass.
  6. UNESCO (2020). Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
  7. Voogt, J., & Roblin, N. P. (2012). “A comparative analysis of international frameworks for 21st-century competencies: Implications for national curriculum policies.” Journal of Curriculum Studies, 44(3), 299-321.
  8. Darling-Hammond, L. (2017). The Right to Learn: A Blueprint for Creating Schools That Work. Jossey-Bass.
  9. Florian, L., & Spratt, J. (2013). Enabling Teachers for Inclusive Education: Principles and Practices. Cambridge Journal of Education, 43(4), 475-493.
  10. Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.
  11. Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass.
  12. UNESCO (2020). Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
  13. Marschark, M., & Spencer, P. E. (2016). The Oxford Handbook of Deaf Studies, Language, and Education. Oxford University Press.
  14. Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2014). Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors. Exceptional Children, 81(1), 85–100.
  15. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
  16. Moeller, M. P., McCleary, E., Putman, C., Tyler-Krings, A., Hoover, B., & Stelmachowicz, P. (2007). Longitudinal Development of Phonological Processing in Children With Hearing Loss. Journal of Speech, Language, and Hearing Research, 50(5), 1425–1440.
  17. Paul, P. V., & Whitelaw, G. M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Jones & Bartlett Learning.
  18. World Health Organization (WHO). (2021). World Report on Hearing. Geneva: WHO.
  19. Dumont, H., Istance, D., & Benavides, F. (2010). The Nature of Learning: Using Research to Inspire Practice. OECD Publishing.
  20. Marschark, M., & Spencer, P. E. (2016). The Oxford Handbook of Deaf Studies, Language, and Education. Oxford University Press.
  21. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
  22. Parsons, S. A., Vaughn, S., Scales, R. Q., Gallagher, M. A., & Parsons, A. W. (2018). Teachers’ Instructional Adaptations: A Research Synthesis. Review of Educational Research, 88(2), 205-242.
  23. Schunk, D. H. (2020). Learning Theories: An Educational Perspective. Pearson Education.
  24. Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD.
  25. Edyburn, D. (2020). Advancing Inclusion through Assistive Technology. Routledge.
  26. Florian, L., & Spratt, J. (2013). Enabling Teachers for Inclusive Education: Principles and Practices. Cambridge Journal of Education, 43(4), 475-493.
  27. Marschark, M., & Spencer, P. E. (2016). The Oxford Handbook of Deaf Studies, Language, and Education. Oxford University Press.
  28. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
  29. Paul, P. V., & Whitelaw, G. M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Jones & Bartlett Learning.
  30. Schunk, D. H. (2020). Learning Theories: An Educational Perspective. Pearson Education.
  31. UNESCO (2020). Global Education Monitoring Report: Inclusion and Education. Paris: UNESCO.
  32. World Health Organization (WHO). (2021). World Report on Hearing. Geneva: WHO.

Download Full Paper

Download PDF No. of Downloads:7 | No. of Views: 57