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

Abstract

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.

Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs)

“…The findings show that teachers' attitude towards mild learning disabilities is insignificantly related to inclusive settings in schools. According to the previous study, teachers have an adverse attitude towards learning disabilities if they are less severe, which is in agreement with previous research studies [5,22]. In the current research study, teachers were usually found to be more inclined towards including students with, for instance, physical and sensory disabilities compared to those with cognitive and learning disorders [17].…”

“…Earlier research studies also supported the finding that teachers have negative attitudes towards mild learning disabilities in comparison with sensory, physical, or behavioral disorders [19]. The reason for this reported by other researchers is that usually students with learning disabilities have multiple disabilities, therefore making them difficult to handle, and this is consistent in Pakistan [5]. The results are consistent with the current study, which is an indicator that there are some types of inadequacies regarding inclusive education.…”

“…Hence, teachers' sense of self-efficacy plays a significant mediating role between attitudes and inclusive settings. This finding aligns with previous research that highlights how increased self-confidence among teachers enables them to effectively accommodate students with disabilities [5,6]. It is possible that teachers' attitudes are linked to their efforts in finding solutions to challenges related to the accessibility of human, physical, and societal support, as well as the requisite knowledge, skills, and positive attitudes needed to effectively accommodate students with disabilities.…”

“…It involves teachers recognizing how they can support students with mild disabilities. In Pakistan, the current state of inclusion is unwelcoming, especially in public schools where inclusion is nonexistent [5]. In contrast, in the private sector, inclusion is taking place, but often with hefty fees attached [20].…”

“…The CRPD also recognizes the need for adaptation to facilitate people with disabilities so that their natural rights are better protected against exploitation. According to the context of this research, though Pakistan supports and defends the presence of students with disabilities in mainstream schools and conventional classrooms, there is a substantial gap in planning and preparation [5,6]. Teachers' insufficient knowledge, skills, attitudes, and financial constraints result in hesitance towards inclusive practices [7,8], and they require external support to promote successful inclusion [9].…”