Techniques and Strategies of Classroom Management for the Inclusion of Students with Diverse Abilities in the Learning Process

By Assoc. Prof. Dr. Ortenca KOTHERJA, Prof. Dr. Arjana MUCAJ, Assoc. Prof. Dr. Eralda ZHILLA

Abstract
Teaching is an organized, systematic, creative, and interactive process that takes place within an institutional context with the goal of enabling students to acquire knowledge, skills, and competencies. A key aspect of this process is the quality of the teacher–student relationship, which directly influences effective classroom management. Well-structured classroom management, particularly within a safe and stable environment, fosters positive academic outcomes and supports students’ social and emotional development. In today’s increasingly diverse classrooms—where students come from various social and cultural backgrounds—teachers face numerous challenges related to behaviour, social interaction, and the active engagement of all learners, including those with disabilities. This paper focuses on analysing the challenges faced by students with disabilities during the learning process and identifies effective techniques and strategies that teachers can apply to ensure an inclusive classroom environment. Drawing from contemporary literature and practical experiences, the aim of this paper is to provide a structured approach to classroom management with a focus on inclusion. In conclusion, the paper offers recommendations on the importance of early identification of students with disabilities, professional development for teaching staff, and the involvement of multidisciplinary teams in the educational process.