Abstract
Inclusive Education is defined as a learning environment that promotes the full personal,
academic and professional development of all learners irrespective of race class, sexual preference, learning
styles and language (NCSNET, 1997). Inclusive Education is a system, an approach, and a way of providing
support to special need persons in achieving their life goals with their abilities and potentials. For some
it is an ideal state, so implementation of these practices varies at all levels. Development and progress of
inclusive education depend on answering many questions: what is the perception people have about it? Why
do we need inclusive education? Who needs it? Whose responsibility is this and what to do to achieve
the goals of Inclusive Education? Answering these questions needs research. Pasha (2012); Dua and Dua
(2017) emphasized the role of stakeholders in promoting Inclusive Education. This study investigated only a
fraction of it related to the question of who are the stakeholders in the process of Inclusive Education. They
are special-need persons, their parents, general students and their parents, teachers, policy makers and the
whole education system. Whether teachers are properly trained to have the right attitude is the key factor
in this process (Engage, 2010; UNICEF, 2003). This research has been designed to investigate perception
about Inclusive Education and development of Inclusive Education approaches among teachers, parents and
administrators of schools through action research. Research was descriptive in nature. Sample of forty-five
was purposely selected from teachers, parents and administrators of schools. Data was collected in two stages:
initial and final (Pre Test and Post Test) through a structured questionnaire validated through expert opinion
to analyze the change in awareness level, skills, and motivation of the sample after conducting a ten-day
workshop. The material was selected and workshop was conducted by the field related experts. The findings of
this research show a positive and significant change in observation, understanding, identification skills and
approach towards special needs, inclusive education and inclusive environment.
Anjum Bano Kazimi, Syeda Wajiha Kazmi. (2018) Developing Inclusive Education Approaches among Stakeholders in Pakistan, Journal of Education & Social Sciences, Volume 6, Issue 1.
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