Inclusive Education in Government Primary Schools: Teacher Perceptions

Abstract

<p>The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale) and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.</p>

Tutor Capacity Building Efficacy in Preservice Teacher Preparation for Inclusive Schools: An Exploratory Study

“…The shift towards inclusive education argues for improved pedagogy and response to learner diversity (Eron & Emong, 2017). The professional training gaps resonate well with findings of Khan, Hashmi & Khanum (2017) on the limited capacity of tutors in the colleges and the lack of specialized skills for tutors who are in the colleges. There is a risk of having inadequately prepared and an unacceptable condition, taking into consideration that teacher quality is the single most important school variable influencing student achievement (Sharma & Pace, 2019).…”

Principal Managerial Competencies in the Implementation of Inclusive Education

“…This appointment is sometimes not followed by the readiness of the designated school. Government policies are very supportive of the implementation of inclusive education but teachers have not been given maximum training, the inadequate infrastructure in the designated schools make it difficult for persons with disabilities to access [8]. Based on this, the role of the principal as a manager is very important, so that these problems can be handled.…”

Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia

“…The same thing was also stated by Khan et all. [2] which says that inclusive education is an obligation to provide quality education for children in public schools by giving maximum educational services.…”

“…In fact, many children with special needs in all parts of the world can not enjoy education in public schools. UNESCO claims more than 90% of children with disabilities in developing countries can not access schools and 50% of those enrolled in schools are capable of reaching secondary school levels [2]. Even though the United Nations issued a policy on the Right of the Child in 1989 to equalize the rights of all children, in reality, children with disabilities still face discrimination and are marginalized too far from their usual friends [3].…”