Abstract

Inclusive learning environments are central to achieving equitable and quality education for all learners, particularly those with diverse educational needs. The design of flexible classrooms plays a pivotal role in creating accessible, adaptable, and student-centered spaces. This article reviews literature on inclusive learning spaces, examining physical, pedagogical, and technological elements that contribute to flexibility and inclusion. It discusses universal design for learning (UDL), adaptive technologies, teacher practices, and collaborative approaches as key enablers of inclusive classroom design. Challenges such as cost, teacher preparedness, and policy gaps are highlighted. The review concludes that designing inclusive and flexible classrooms requires a holistic approach integrating pedagogy, environment, and policy to empower children of all abilities.

Keywords: Inclusive learning, flexible classrooms, diverse educational needs, universal design for learning, inclusive pedagogy.