Towards Inclusive Classrooms: Identification of the Role of Teachers in Creating an Inclusive Learning Environment

Abstract

The development of education is vital to the expansion of human evolution. Learning philosophy and disciplinary practices advise the inclusive model of classroom teaching. The objective of this research study is to identify teachers’ role in creating inclusive classrooms in primary level schools. According to School Information System (www.sis.punjab.gov.pk), Tehsil Gojra has total 113 male primary schools where 206 teachers are teaching. By maintaining a 95% confidence level and confidence interval 5, and using www.surveysystem.com, the sample size of 134 was determined. Convenient method of sampling was used to select the respondents. Essential information was collected from the respondents through a structured questionnaire. The SPSS (Statistical Package for the Social Sciences) was used to process the information. This study demonstrated how important teachers are in fostering an inclusive learning environment. The highest-ranked initiative, 'Provide support for them in ways which benefit all children in your class,' having mean score 2.33, which emphasizes significance of inclusive teaching strategies that benefit the entire class rather than addressing the needs of special students only. 'Focusing on the strength of students' with mean score of 2.27 and 'Promoting empathy in students' with mean score of 2.25 follow closely, emphasizing the significance of identifying student talents and creating a caring, empathetic environment in the classroom. Teachers saw how crucial it was to use a range of tactics and adaptations to help struggling students.