Inclusive Education in Primary and Secondary Schools of Pakistan: Role of Teachers

Madiha Ehsan


The study intends to examine the implementation of inclusive education in the schools of Islamabad, Pakistan. There is an insufficient knowledge regarding inclusion, moreover there are various challenges which include lack of knowledge on inclusion, attitudes of teachers and a need for adequate resources so that inclusive education can be implemented. In different parts of the world the mainstream schools are striving to ensure the inclusion of students with disabilities. A Qualitative Study was being carried out in order to get the viewpoint of students and teachers from primary and secondary schools regarding the knowledge on implementing inclusive education. The environment of the regular classes needs to be made conducive so that the students with disabilities are able to become a part. A lot of work is required to be done regarding the infrastructure development so that the schools can be made accessible for such students.  Efforts regarding training of the teachers, counselling of the students, providing facilities in the classrooms, and advocacy on inclusive education need to be ensured. There is also a need to research in the context of Pakistan, so that there is a substantial understanding of the aspect and its practical implications. The research study will be valuable giving an insight of inclusion in terms of education in Pakistan. Furthermore, the study also hopes to make a remarkable support for the understanding of inclusive education in schools of Pakistan by recognizing the needs which are required to be considered so that it can be practiced. It will also be helpful in contributing to the literature on inclusive education for future research to be conducted on the subject.


Inclusive; Education; Teachers.

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