Formative framework for inclusive faculty development in higher education

This research examines the paradigmatic shift in inclusive education within higher education, transitioning from the deficit-based clinical model paradigm toward a paradigm of difference. To support this transition, this study proposes a faculty development framework structured around six core dimensions: Epistemological Shift; Language, Expectations, and Pedagogical Culture; Inclusive Curriculum from a Universal Design for Learning (UDL) Perspective; Inclusive Assessment; Educational Artificial