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The purpose of current research study is to explore the level of awareness and knowledge of primary school level regular and special education teacher, working in an inclusive classroom setting for both typically diversified learners and individuals with special educational needs. The terminology "integrated" was changed to "inclusive," and the term diversity' replaced 'disability'. The basic objective of this current research study is to explore the awareness and knowledge of teachers working at primary school level in normal and special education teachers, working in an inclusive education setting for both typically diversified learners and individuals with special educational needs. This study is based on an investigation of teachers' knowledge and awareness regarding diversity and inclusive education. A purposive design has been included in the general education sectors. a questionnaire for data collection was completed online. Responded (n = 50) by teachers' knowledge about inclusion of diversified individuals, a statistical analysis was combined with the data obtained through a questionnaire. According to research on inclusive education, researchers suggest that, without knowledge and proper training, effective inclusion cannot take place in regular classrooms, regardless of how excellent the infrastructure of the building, educational policy, and how well-resourced it may be. As a result, teachers must know about inclusive education and aware to modify their lessons for diversity, give them tailored education, collaborate with professionals and parents, using modern techniques to supportt learners to resolved the issues, and overcome the weaknesses.

Abstract
In this paper, the authors discuss specific methods and innovative trends in education. They analyse the conditions for effective teaching and focus on modern teaching practices. The primary method of foreign language education consists mainly of a communicative approach with a dominant orientation on cultural aspects. The authors are not only concerned with linguistic competences but also point out how they can be achieved. In the research part, they set as their primary goal the observation of the use of illustrative means in German language teaching in terms of the changes that can be brought about by teachers themselves through the simplest possible intervention - in our case, by pictures, under which one can imagine materials ranging from the most concrete to the more abstract representations of reality.

Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more beneficial for introductory social science courses in which less time can be allotted to any one topic, such as content analysis. With this in mind, this article presents a highly engaging and temporally compact classroom exercise designed to teach introductory social science students about content analysis. In the exercise, students are guided through a content analysis of the music in Harry Potter films. An evaluation study suggests that the exercise improves students' understanding of content analysis and that students find it both highly helpful and enjoyable.

This paper describes new opportunities for teaching qualitative research methods to undergraduates using software as a tool. The author recounts her own experiences and challenges using one such program, QSR NVivo. The account includes students' reflections on how technology advances the analysis process. Strengths and weaknesses of the software and presented and discussed.

AbstractIntegrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers' capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear alternative to current strategies focusing on teachers' mental processes. To develop this point, the paper offers a qualitative study that explores teaching to identify critical features of technology supporting teachers' work. Analysing teaching from a hermeneutic perspective, we arrive at six fundamental dynamics within which teachers operate. Based on the factors identified, we present three principles to guide future design of technologies for teaching and two approaches to designing technology sensitive to teachers' values.