Using Backward Design to Foster Inclusivity among Pre-Service Teachers

This study examines the potential of Backward Design as a curriculum planning framework to foster inclusive teaching practices among pre-service teachers. Inclusive education requires teachers to proactively address learner diversity in terms of abilities, backgrounds, and learning needs. Using a qualitative descriptive research design, the study explores how pre-service teachers apply the stages of Backward Design to create inclusive lesson plans. Findings indicate that Backward Design supports clarity of learning outcomes, flexible assessment practices, and differentiated instructional strategies aligned with Universal Design for learning principles.