Perceived Challenges in Inclusive Education: An Exploratory Study of Primary Schools in Pakistan
DOI:
https://doi.org/10.22555/joeed.v9i2.669Keywords:
conducive environment, differentiation learning strategy, inclusive education, professional development, teachers’ attitude, conducive environment, differentiation-learning strategy, inclusive education, professional development, teachers attitudeAbstract
Abstract
This study aimed to explore the challenges perceived by teachers towards inclusive education in primary schools in Pakistan. It also highlighted the importance of parental involvement in promoting inclusive education. Despite promises, the local government seems to have failed to provide equal access to education for all children in Pakistan. Among various hindrances, negative attitudes of the public, particularly among teachers and parents towards inclusive education can be considered the most significant deterrents to inclusive education in primary schools in Pakistan. Using an exploratory qualitative research design, in-depth interviews
were conducted with primary school teachers (n = 15 selected purposively) and parents (n = 5 selected purposively) having children with special needs. Having a pre-decided inclusion criterion, schools were selected using the purposive sampling technique. The findings of the study reveal that a successful inclusive education setup requires proper comprehension of inclusive education and diversified learning needs, responsible school management, and enhanced parent-teacher relationship. Schools are recommended to conduct awareness programmes for inclusive educational setups. There is also the need for teachers’ training programmes to address the need for inclusive education in society.
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