Inclusive Education at Primary Level: Reality or Phantasm

Khan, Itfaq Khaliq; Behlol, Malik Ghulam

doi:10.22555/joeed.v1i1.14

Cited by 11 publications

(8 citation statements)

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“…It is also reported that there is a lack of preparation among teachers responsible for teaching children with disabilities in both inclusive and non-inclusive schools (Shaukat and Rasheed, 2015). Despite supporting inclusive educational settings, Khan and Behlol (2014) found that teachers lack confidence about teaching children with disabilities, finding appropriate resources, and managing their classrooms. Therefore, it is very relevant to know the relationship between teachers' sense of self-efficacy and their attitude toward behavioral disorders, as it helps to determine the role of teachers' selfawareness in promoting inclusive education of children with behavioral disorders (Ghosh, 2022).…”

Section: Teachers' Sense Of Self-efficacymentioning

confidence: 99%

The effect of teacher’s attitudes in supporting inclusive education by catering to diverse learners

2023

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Several countries around the world, including Pakistan, are determined to achieve successful inclusion but are facing some major and minor challenges. For example, the dearth of physical and human resources and a lack of understanding, expertise, and attitudes. The present research was carried out to find out the role that teachers’ attitudes play in educating children suffering from behavioral disorders. Using the quantitative research design data were gathered from 230 randomly selected sample cases of teachers working in 10 traditional (non-inclusive) and 10 inclusive schools in Karachi, Pakistan. The teachers were asked to respond to items on the semantic differential scale and five-point Likert scale, respectively, to gauge their attitudes toward inclusive education. The analyses were carried out through Smart Partial Least Squares (Smart PLS) 3.0. The results from the Structural Equation Modeling analysis revealed that teachers have positive attitudes toward the education of children with behavioral disorders. Directly significant positive correlations indicated that teachers are prepared to cater students with mild behavioral disorders in their classrooms. The current study suggested the development of a support mechanism by the school administration and also the provision of guiding principles for increasing teachers’ self-efficacy to increase the chances of inclusion of students with behavioral disorders.

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Section: Teachers' Sense Of Self-efficacymentioning

confidence: 99%

The effect of teacher’s attitudes in supporting inclusive education by catering to diverse learners

2023

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“…Vol. 33, No.3, 2022; doi 10.47985/dcidj.539 disabilities, using appropriate resources and managing classrooms (Khan & Behlol, 2014). Therefore, it is very important to know the relationship between teachers' sense of self-efficacy and their opinions, as it helps to determine the role of teachers' self-awareness in promoting inclusive education (Ghosh, 2022).…”

Section: Letter To Editormentioning

confidence: 99%

Inclusive Education in Pakistan: Role of Teachers’ Sense of Self-Efficacy

Kamran

Thomas

2022

DCID

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The worldwide inclination toward inclusive education has made it possible for children with disability to be included in mainstream schools (Ozokcu, 2018). Inclusive education is regarded as a transformation that intends to remove all obstacles to the inclusion of every learner into the mainstream school system, irrespective of their disability (Hamenoo & Dayan, 2021). The idea of inclusion reflects a thoughtful approach that accepts, respects, and values diversity and differences among all individuals. It also targets the development of school systems for every individual (Ghosh, 2022). The drive toward inclusive education lays stress on teaching children with disabilities in regular classrooms. The current reauthorization of the Individuals with Disabilities Education Act (IDEA, 1997) also includes wide-ranging provisions that boost the enrolment of students with disabilities in inclusive classrooms.

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“…In Pakistan, as pointed out by Khan and Behlol (2014), teachers and school management have a positive attitude towards the inclusion of students with educational needs; nevertheless, they face certain challenges when it comes to the practical implementation of inclusive education. Similarly, awareness regarding the importance of parental involvement to promote inclusive education in Pakistan seems to be an uncovered area.…”

Section: Introductionmentioning

confidence: 99%

Perceived Challenges in Inclusive Education: An Exploratory Study of Primary Schools in Pakistan

Virani

Ali

2022

JoEED

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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 interviewswere 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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Inclusive Education at Primary Level: Reality or Phantasm

Cited by 11 publications

References 0 publications

The effect of teacher’s attitudes in supporting inclusive education by catering to diverse learners

The effect of teacher’s attitudes in supporting inclusive education by catering to diverse learners

Inclusive Education in Pakistan: Role of Teachers’ Sense of Self-Efficacy

Perceived Challenges in Inclusive Education: An Exploratory Study of Primary Schools in Pakistan

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