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This survey based, cross-sectional descriptive study, conducted on 300 teachers of 75 public & private primary schools
within the city limits of Lahore (Pakistan), is aimed to explore the educators’ readiness for inclusive education and inclusion
practices in mainstream primary schools. The study reveals that mainstream primary schools in Pakistan are not ready yet for
inclusive education and facing enormous challenges, including lack of commitment towards inclusive education in schools’
mission statement, lack of professional development opportunities for teachers and administration, lack of inclusion
supportive admission policy, lack of school administration’s knowledge about current researches, lack of collaborative
planning practices, lack of encouraging family-schools & community partnerships, unfriendly school infrastructure for
disabled pupils, non-availability of written information about teachers’ roles, responsibilities and required skills to teach and
support all students including disabled pupils. However, the study also reveals some encouraging indicators of teachers’
readiness towards inclusive education: teachers’ positive approach towards meeting a variety of learners needs through
adopting appropriate pedagogy; appreciation to diversity, openness, trust, collaboration and positive relationship among
teachers; stakeholders’ awareness of disability and related special needs; teachers’ positive attitude towards technology
integration; teachers’ knowledge about global activities of inclusive education in general classrooms. Some evidences of
inclusive education in private schools have also been observed, but cannot be considered a common practice. However, it is a
positive trend and must be encouraged. It can create a long term impact on the national education system. It is believed that
teachers have the potential to implement inclusive education if opportunity is provided. The study recommends for serious
efforts for the promotion of inclusive education in mainstream schools.
Shaheen Pasha. (2012) Readiness of Urban Primary Schools for Inclusive Education in Pakistan, Journal of Research and Reflections in Education, Volume 6, Issue 2.
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