Rashid, Muhammed MamunurSakib, Munshi Nazmus2023-05-102023-05-1020222022-06ID 19357033http://hdl.handle.net/10361/18265Cataloged from PDF version of thesis.Includes bibliographical references (pages 36-38).This thesis is submitted in partial fulfillment of the requirements for the degree of Masters of Science in Early Child Development, 2022.The objective of this research was to study the inclusive practices introduced and maintained during synchronous virtual teaching and learning at the tertiary level. A qualitative approach has been adopted to conduct the study. As noticed through the progression of data collection and analysis the teachers and students are keen towards the promotion of inclusivity at the tertiary level. They feel such practices would be conducive to the overall teaching-learning culture of the country and their respective educational institutions. As for the participants, the teachers unanimously approve of different inclusive practices while the students feel a sense of belonging in the classrooms where these are incorporated. However, there are some barriers to the promotion of this concept at the tertiary level. The barriers include interference from the administration, lack of training in inclusive practices and the mindset of students. While coming the recommendations, the teachers had some recommendations such as more emphasis on inclusivity by institutional administration, incorporation of inclusive practices from the primary and higher secondary levels of education and training frameworks established to promote such practices.42 pages42 pagesenBRAC University thesis reports are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Teaching-learning cultureVirtual teachingVirtual teaching at the tertiary levelTeaching--Computer network resourcesInternet in educationVirtual reality in educationDistance educationThesis