Teachers’ Perspective on the Inclusion of Individuals with Special Needs in the Mainstream Schools of Pakistan

Abstract

The study investigates the experiences of secondary school educators with inclusive education. The primary objective of this research was to ascertain the opinions of educators on the use of inclusive education. The questionnaire was adapted from NJCIE (2010). The school in the Sargodha District was chosen as the location for inclusive education. The questionnaire was sent to each of the 17 teachers at the chosen school in order to obtain their opinions on a four point Likert-type scale for the collection of data. The data was analyzed by measuring frequency distribution and percentage. Results showed that the teachers' opportunities provided to individuals with special needs in academic and non-academic are almost the same as those provided to their peers without disabilities. It was recommended that teachers should be provided training on inclusive education. Technology should be used for the best academic outcomes for students with disabilities. There might be an addition in policy to support a more equitable and inclusive education system in Pakistan by giving teachers comprehensive support and training, allocating resources, and creating an inclusive atmosphere that promotes acceptance and understanding between students, teachers, and the community.