TEACHER ADAPTABILITY AND CLASSROOM INNOVATION IN SUPPORTING CHILDREN WITH MULTIPLE DISABILITIES

Abstract

The rapid development of education in the twenty-first century has strengthened the need for teacher adaptability and classroom innovation, particularly in the context of inclusive education for children with multiple disabilities. This paper determines global perspectives and empirical findings on how flexibility, resilience, and digital integration shape effective teaching practices in diverse learning environments. Drawing upon studies from 2020 to 2025, the review synthesizes theoretical and practical insights that underscore teacher adaptability as a multidimensional construct encompassing emotional, pedagogical, and technological competencies. The findings expose that adaptable teachers substitute inclusive, learner-centered classrooms through differentiated instruction, digital tools, and reflective practices. The study concludes that institutional support, ongoing professional development, and the integration of emerging technologies such as artificial intelligence are crucial in supporting adaptive pedagogies that enhance equity and innovation in special education.