INCORPORATING INCLUSIVE EDUCATION

CHALLENGES AND STRATEGIES

By
IQRA TABASSUM
2023-GCUF-066361

Thesis submitted in partial fulfillment of the requirements for the degree of

B.Ed. 1.5 year

QUAID-E-AZAM ACADEMY FOR EDUCATIONAL DEVELOPMENT,

CHISHTIAN

GC UNIVERSITY, FAISALABAD

2025

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 DECLARATION
The work reported in this thesis was carried out by me under the supervision of
Ms. Naveeda Kousar SSS QUAID-E-AZAM ACADEMY FOR EDUCATIONAL
DEVELOPMENT, CHISHTIAN.
I hereby declare that the title of thesis ‘INCORPORATING INCLUSIVE
EDUCATION: CHALLENEGES AND STRATGIES’ and the content of thesis
are the product of my own research and no part has been copied from any published
source (except the references, standard mathematical or genetic models /equations
/formula/protocols etc). I further declare that this work has not been submitted for
award of any other degree /diploma. The University may take action if the
information provided is found inaccurate at any stage.

Signature of the Student/Scholar

Name: Iqra Tabassum

Registration No.: 2023-GCUF-066361

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 CERTIFICATE BY SUPERVISORY COMMITTEE
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Registration No 2023-GCUF-066361 has been found satisfactory and in
accordance with the prescribed format. We recommend itto be processed
for the evaluation by the External Examiner for the award of degree.

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 ABSTRACT

This thesis examines the concept of inclusive education, focusing on the challenges and strategies
necessary for its effective implementation in schools. Inclusive education aims to integrate all
students, regardless of their physical, intellectual, or emotional challenges, into mainstream
educational settings. This study explores the historical development of inclusive education, identifies
key barriers to its successful integration, such as inadequate teacher training, lack of resources, and
cultural resistance, and proposes strategies to overcome these challenges. These strategies include
curriculum adaptations, professional development for teachers, and the use of assistive technologies.
Through case studies of successful inclusive education models and the analysis of both qualitative
and quantitative data, the research assesses the perceptions of students, teachers, and parents
regarding inclusive practices. The findings reveal that while inclusive education has the potential to
improve learning outcomes and foster a more equitable educational environment, its success is
dependent on effective implementation, sufficient resources, and institutional support. The thesis
concludes with recommendations for enhancing inclusive education, including policy reforms,
resource allocation, and community involvement, aimed at ensuring that all students have access to
quality education. This research contributes to the ongoing discourse on inclusive education, offering
valuable insights for improving educational practices and promoting greater inclusion in schools.

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 ACKNOWLEDGEMENT

If oceans turns into ink and all wood become pens, even then, the praise of ALMIGHTY ALLAH

cannot be expressed set my unfeigned and meek thanks before Him, Who created the universe and

bestowed the mankind with knowledge and wisdom to search for its secrets, favored and

invigorated me with the fortitude and capability to apply complete my research work, and

contribute a drop to the existing ocean of scientific knowledge.

Trembling lips and wet eyes for prophet HAZRAT MUHAMMAD (SAW), who is forever a torch

of guidance for the entire humanity.

I deem it my utmost pleasure to avail myself this opportunity in recording my deep feeling of

regards and sense of gratitude to my supervisor who in spite of his busiest tiring routine work

provided me dexterous guidance and valuable suggestions in conducting this research.

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 TABLE OF CONTENTS

Chapters Content Page No.

I Introduction ......................................................................................... 1

Background of Study ......................................................................... 3

Statement of Problem ........................................................................ 4

Research Questions............................................................................ 5

Aims and Objectives .......................................................................... 6

Significance of the Study................................................................... 6

Limitations of Study .......................................................................... 8

Definition of Key Terms.................................................................... 8

II Review of Related Literature.................................................. 7

Concept of Inclusive Education ........................................................ 09

Theoretical Frameworks for Inclusive Education ............................. 09

Global Perspectives on Inclusive Education ..................................... 10

Historical Evolution of Inclusive Education ..................................... 11

Benefits of Inclusive Education for Students .................................... 11

Challenges in Implementing Inclusive Education ............................. 12

Case Studies on Successful Inclusion Models ................................... 14

Parental Involvement in Inclusive Education .................................... 17

III Research Methodology .............................................................. 24

Research Design ................................................................................ 24

Research Approach ............................................................................ 25

Data Collection Methods ...................................................................... 28

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IV Results and Findings

V SUMMARY , CONCLUSIONS

CONCLUSIONS....................................................................................... 39

SUMMARY .............................................................................................. 40

REFERENCES .......................................................................................... 41

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 CHAPTER. 1
INTRODUCTION

Introduction
Inclusive education is based on the notions of social justice and is recognized as the most
equitable means to include all students regardless of their abilities, race, gender, and socio-
economic status in mainstream schools. Inclusion is built around the individual student’s needs
and embraces the principle of diversity - all learners naturally exhibit variation in their abilities,
interests, and needs. The educational philosophy behind inclusion originated from the
worldwide discourse on United Nation's influential agenda of Education for All (EFA) (Jomtien,
1990), which viewed inclusive education as a dynamic approach of responding positively to
pupil diversity and of seeing individual differences not as problems, but as opportunities for
enriching learning' (UNESCO, 2005, p. 12). Many countries in the world, including Pakistan,
became signatories to many international statements and legislation on educational rights, and
endorsed United Nations Convention on the Rights of Children and Persons with Disabilities
(UNCRCD, 1990), UNESCO's Salamanca Statement (,1994) and Dakar Framework of Action
for achieving the goal of Education for All (UNESCO, 2000). To accelerate progress toward
Millennium Development Goals (MDG), Pakistani governments introduced several national
educational policies and educational sector reforms, but the official decision of introducing
'inclusive education and support services for students with disabilities was enacted only in
recent years (National Education Policy, NEP, 2009). The paradigm shift from segregation to
inclusion in Pakistan has been slow despite the Pakistani government's endorsements and
ratifications of international conventions. Although literature in the Pakistani context showed
the recent emergence of research interests, there is still a severe dearth of published research
that explored the implementation status of inclusive education from implementers' point of
view. Few researchers employed quantitative research methods (Farooq, 2012; Pasha, 2012,
Anwer & Sulman, 2012; Shaukat, 2013), which focused on the attitudes of school principals,
teachers, students, and parents toward inclusive education, and attitudinal and structural barriers
in mainstream schools. Even less research exists which utilized qualitative and mixed-methods
research to examine attitudes and opinions of regular, special teachers and administrators
toward inclusive education (Haider, 2008; Fazal, 2012; Hassan, Parveen & Nisa, 2010; Hassan,
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Farooq & Parveen, 2012). Some pioneering attempts at pilot testing of small-scale inclusive
projects were also made by international agencies, which documented evidence of good
inclusive practices in urban, private schools in Pakistan (UNICEF, 2003). However, due to the
restricted scope of these studies, the efforts for nationwide implementation of inclusion are
severely limited (Hameed & Fazil, 2005).
This study built upon already nurturing academic discourse regarding the need for an
educational system that is sensitive to the learning diversities and is willing to undergo
transformations for enhancing its capacity to be responsive to learning diversities. The primary
focus of this research was to understand the implementation of inclusive education in terms of
evidence for the presence of inclusivity enablers within schools relating to culture. This evidence
of inclusive-enablers was sought through the headteachers and teachers involved in
implementing inclusive education at the school level.
Research reiterates that mainstream schools have the inherent capacity, teaching, and financial
resources to undergo progressive transformation to accommodate students with disabilities
(Ainscow, 2005; Clark et al., 1995). This also underlines the foundational principle for inclusive
education. According to Villa & Thousand (1995), the differential line between an inclusive and
non- inclusive school is not merely of a commitment towards inclusion but the establishment
of structural and educational practices to accommodate for diverse students' needs.
The researchers noted that successful inclusive education practice necessitates complex
interaction of internal (within school) and external conditions and environments. Peters has
identified a division of inclusive education system in "Northern" and "Southern (Peters, 2003).
Multiple large studies have identified the human - resource focus of these systems in "Northern"
systems, and it has been calculated that appropriately 80% of the budget allocations are directed
towards human resource deployment & development (Markina et al., 2020). These studies
indicate the following key features of the inclusive education system: (i) teachers are required
to improve their qualification in curriculum development, pedagogy, teaching strategies, and
adaptation of students; (ii) learning in the exam rooms is activity-based; (iii) ongoing training
of all the stakeholders for sustainable continuation of educational practices and (iv)
participation of all the stakeholders in all kinds of decision making vis-à-vis inclusive
participation. Contrarily the practices of inclusive education in the south (South Asia included)
exhibited four characters: (i) resources; (ii) processes; (iii) outcomes; and (iv) external factors

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and circumstances in which inclusive education is situated. These inclusive practices not only
consider external factors as key determinants of inclusive education but also consider them to
be an integral part of the development of an inclusive education system at the school as well as
community level.
The most important areas of input resources include: (i) access and support of students; (ii)
motivation of students to be part of the educational system; (iii) poverty and its associated
issues of exclusion and drops out; (iv) attitudinal bias towards disability & students with
disabilities and (v) flexible, accessible, accommodated and functional educational program
for providing life skills to the students with disabilities. It has also been noted that focal
points in terms of the processes are; (i) providing an accessible educational climate, (ii) co-
operation amongst the stakeholders, and (iii) coordinated support structure. The results of
inclusive education are a combination of human rights, the decentralized approach towards
inclusive education, partnership, and teacher training (Cameron & Valentine, 2001; Markina
et. al., 2020).

This study looks for evidence of inclusive education vis-à-vis school-wide transformation,
including school leadership, school and family collaboration, school staff collaboration, and
other inclusivity-enablers through the lens of experiences and understanding of teachers and
headteachers. Using these data points and insights gathered from these experiences and
consciousness of the key stake-holders, this study would pave a way for an academic discourse
for conceptualizing inclusive education as an alternative and viable educational practice so that
inclusive school development as an ideology and practice is aligned to the correct trajectories
of theory and practice as per successful international practices.

1. Background of the Study

The background of the study provides a comprehensive understanding of the research topic by
presenting the historical, social, and theoretical context in which the study is situated.

Inclusive education refers to the practice of educating all students, regardless of their physical,
intellectual, or emotional challenges, within general education settings. Over the years, the
global education landscape has undergone significant transformations aimed at ensuring that

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 every child has access to quality education, including those with disabilities. Historically,
students with disabilities were often segregated into special schools. However, the rise of
inclusive education policies, particularly in the late 20th century, sought to integrate these
students into regular classrooms. The UNESCO Salamanca Statement (1994) emphasized the
importance of inclusion in education systems worldwide, advocating for the educational needs
of all children to be met in the least restrictive environments possible. Despite the growing
recognition of the benefits of inclusive education, its full implementation remains challenging.
Many countries still face barriers, such as a lack of trained teachers, insufficient resources, and
societal attitudes towards inclusion. These barriers make it crucial to investigate how inclusive
education can be effectively implemented in secondary schools. The background of the study
provides the foundation for understanding why this issue is relevant today and highlights the
need for continued research on strategies to overcome the challenges associated with inclusive
education.

2. Statement of the Problem

The statement of the problem defines the specific issue that your research aims to address. In
this case, the problem might involve the challenges that schools encounter when trying to
implement inclusive education practices. While there is increasing recognition of the
importance of inclusion, many schools still face difficulties in providing equitable educational
opportunities for students with disabilities. These challenges may include:

Lack of teacher training: Many teachers are not adequately prepared to handle the diverse
needs of students with disabilities in regular classrooms.

Insufficient resources and infrastructure: Schools often lack the necessary support materials,
assistive technologies, and physical infrastructure to accommodate students with disabilities.

Negative societal attitudes: Cultural and societal resistance to inclusive education can create
barriers to its acceptance in schools.

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Policy gaps: Inadequate or poorly implemented national and local policies may hinder the
successful integration of inclusive education practices.
This study seeks to identify the key challenges that secondary schools face in implementing
inclusive education and explore effective strategies to overcome them.

3. Research Questions
The research questions are the foundation of your study, guiding your investigation and helping
you to focus on the key aspects of the problem. The following research questions could be
explored in this thesis:

- What are the key challenges faced by teachers in implementing inclusive education in
secondary schools?
- How do students with disabilities experience inclusive education in mainstream classrooms?
- What strategies do secondary schools use to overcome the barriers to inclusive education?
- How effective are these strategies in improving the educational experience and academic
outcomes of students with disabilities?
- What role do policymakers, administrators, and community stakeholders play in supporting the
inclusion of students with disabilities in secondary schools?

These questions will help you focus on identifying both the challenges and strategies related to
the implementation of inclusive education.

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4. Aims and Objectives of the Study
The aims and objectives of the study define the goals you intend to achieve through your
research. The aim of your study could be to explore the challenges and strategies associated with
implementing inclusive education in secondary schools and to assess the effectiveness of current
practices.

The objectives break the aim down into specific, measurable steps that the research will address:
- To identify the main challenges faced by secondary schools in the implementation of
inclusive education.
- To examine the impact of inclusive education on students with disabilities in mainstream
classrooms.
- To assess the strategies that have been found effective in promoting inclusive practices.
- To investigate the role of teacher training and professional development in supporting
inclusive education.
- To provide recommendations for improving the implementation of inclusive education in
secondary schools.

These objectives will guide your research process, helping you to stay focused on the primary
purpose of the study.

5. Significance of the Study

The significance of the study explains the importance of the research and its contribution to the
field of education. This research is significant for several reasons:

Contribution to knowledge: The study will contribute to existing literature on inclusive

education by identifying the challenges schools face and suggesting practical strategies for
overcoming them.

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Policy implications: The findings could inform educational policies related to inclusive
education, offering valuable insights for policymakers to create more effective inclusion
strategies.

Teacher training: The study will highlight the need for improved teacher preparation programs
and professional development, thus potentially improving how educators address the diverse
needs of students with disabilities.

Improvement in student outcomes: By identifying effective strategies, this research could help
schools create environments that better support the academic and social development of students
with disabilities.

Social impact: Promoting inclusive education has social implications, as it can lead to greater
acceptance and understanding of diversity within the broader community.

6. Scope of the Study

The scope of the study defines the boundaries of your research, specifying what will be included
and excluded. In this case, the scope of the study might include:

Geographic Scope: The study may focus on secondary schools in a particular region, country,
or educational system.
Population Scope: The study will examine teachers, students, and school administrators
involved in the implementation of inclusive education in secondary schools.
Subject Scope: The study will focus on the challenges of inclusive education in secondary
schools and the strategies employed to address them.
Time Frame: The study may focus on current practices and challenges, or it may also include a
historical perspective on the evolution of inclusive education policies and practices in the region
or country being studied.

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By outlining the scope, you set clear limits for your study and define what will and will not be
covered.

7. Limitations of the Study

The limitations of the study refer to factors that may affect the scope, generalizability, or
methodology of the research. Some possible limitations could include:
Sampling limitations: If your study involves a small number of schools or participants, it may
not be generalizable to all secondary schools.
Time constraints: Limited time for data collection may restrict the number of schools or
participants you can include in the study.
Resource limitations: Limited access to certain schools, classrooms, or specialized support
might impact the comprehensiveness of the study.
Subjectivity in qualitative data: If you are using interviews or focus groups, researcher bias
may influence the interpretation of responses.

Acknowledging limitations helps readers understand the scope and context of the findings.

8. Definition of Key Terms

Defining key terms ensures clarity and consistency throughout your thesis. In the context of your
study, some important terms to define might include:
Inclusive Education: An educational approach that seeks to include all students, regardless of
their abilities or disabilities, in general education classrooms.
Disability: A physical or mental condition that limits a person's movements, senses, or activities.
Mainstream Education: Education provided in regular schools and classrooms, as opposed to
special or segregated schools.
Barriers to Inclusion: Challenges such as lack of resources, societal attitudes, or teacher
preparedness that hinder the full implementation of inclusive education.
Assistive Technology: Devices or software designed to assist students with disabilities in their
learning processes.

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 Chapter. 2
Literature Review

1. Concept of Inclusive Education

Inclusive education is based on the principle that all students, regardless of their abilities or
disabilities, should have access to high-quality education in regular, general education
classrooms. This approach focuses on meeting the diverse needs of all students, providing them
with opportunities to learn in the same environment, while ensuring that support is available for
those with disabilities. Inclusive education promotes social justice and equity in education,
advocating for the active participation of all students. It also challenges traditional educational
structures and emphasizes flexible teaching practices, curricular adjustments, and the use of
resources tailored to individual needs. The concept is rooted in the belief that every student has
the right to learn in an environment that is welcoming, adaptive, and supportive.

2. Theoretical Frameworks for Inclusive Education

Several theoretical frameworks guide the practice of inclusive education, aiming to create
learning environments that address the needs of diverse student populations. Some prominent
frameworks include:

- Social Model of Disability: This model shifts the focus from viewing disabilities as a
problem inherent in individuals to viewing them as a result of barriers in society. It emphasizes
accessibility, participation, and equity for all students, asserting that society should adapt to the
needs of people with disabilities.

- Universal Design for Learning (UDL): UDL advocates for the creation of flexible learning
environments that can accommodate individual learning differences. The framework focuses on

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providing multiple means of representation, engagement, and expression to ensure that all
students can succeed in the classroom.

- Ecological Systems Theory: Proposed by Bronfenbrenner, this theory emphasizes the

multiple environments influencing a student’s development. It encourages an understanding of
how various systems, such as the family, school, and community, affect students with disabilities
and their ability to engage in inclusive educational settings.
These frameworks provide a foundation for inclusive practices and guide the development of
strategies that address diverse learning needs.

3. Global Perspectives on Inclusive Education

Inclusive education is a global movement that has gained momentum over the past few decades.
International frameworks and policies, such as the UN Convention on the Rights of Persons with
Disabilities (2006) and the Salamanca Statement (1994), have promoted inclusive education as
a fundamental right for all children. Countries worldwide are at different stages of implementing
inclusive education practices, with some countries having made substantial progress, while
others still face significant challenges.
- Developed countries like the United States, Canada, and European nations often have well-
established inclusion models, backed by legislation and policy reforms. However, these countries
also face ongoing challenges related to resource allocation, teacher training, and societal
attitudes.
- Developing countries have been slower to adopt inclusive education, primarily due to limited
resources, lack of trained teachers, and cultural attitudes toward disability. Nonetheless,
international organizations like UNESCO and UNICEF have played a crucial role in promoting
inclusive education in these regions by providing guidance and support for local initiatives.

Examining global perspectives highlights the importance of context and the varied
implementation approaches based on geographic, cultural, and economic factors.

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4. Historical Evolution of Inclusive Education
Inclusive education has evolved significantly over the last century. Historically, children with
disabilities were often segregated into special education schools or programs. The integration
model began to gain traction in the 1970s and 1980s, with a push to place children with
disabilities in regular classrooms, though separate programs or “special schools” remained the
norm in many countries.
- The 1970s marked a significant shift with the passage of landmark legislation like the
Education for All Handicapped Children Act (1975) in the U.S., which mandated free public
education for children with disabilities.
- The 1990s saw a growing emphasis on inclusive practices and accommodations within
mainstream classrooms, culminating in the Salamanca Statement (1994), which called for the
integration of students with special educational needs into regular education systems.
- Over time, many countries have moved towards fully inclusive education models, though
challenges persist in providing adequate support for all students.

The historical development of inclusive education shows the transition from segregation to
inclusion and highlights key milestones in the evolution of educational systems.

5. Benefits of Inclusive Education for Students

Inclusive education offers numerous benefits to both students with and without disabilities.
These benefits are not limited to academic growth but also extend to social, emotional, and
psychological development:

- Social Skills Development: Students with disabilities have the opportunity to develop social
skills by interacting with peers in regular classroom settings. These interactions help to promote

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understanding and empathy between students with and without disabilities.

- Academic Achievement: Research has shown that inclusive education can lead to improved
academic outcomes for students with disabilities, particularly when teachers use differentiated
instruction and provide appropriate supports.

- Self-Esteem and Confidence: Students with disabilities benefit from being included in regular
classrooms, as it boosts their self-esteem and encourages positive identity development. They
are seen as part of the school community rather than marginalized.

- Breaking Down Stereotypes: Inclusion fosters a culture of acceptance, challenging

stereotypes and reducing stigma related to disabilities.

Inclusive education creates environments where all students can thrive, promoting equity,
diversity, and mutual respect.

6. Challenges in Implementing Inclusive Education

While inclusive education has many benefits, there are significant challenges in its
implementation:

- Institutional Challenges: Schools often face structural and policy barriers to implementing
inclusive education, such as rigid curricula, lack of flexibility in school timetables, and limited
access to specialized resources.

- Teacher Preparedness: Many teachers have not received adequate training in inclusive
teaching methods and lack the skills to effectively teach students with diverse needs. Teachers
may also face challenges in differentiating instruction or managing classroom behaviors.

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- Resource and Infrastructure Limitations: Limited funding for specialized resources,
assistive technologies, and accessible facilities can hinder the successful implementation of
inclusive education. Schools may also lack specialized staff members such as special education
teachers or support staff.
- Cultural and Societal Barriers: Cultural attitudes towards disability can be a significant
barrier to inclusion. In some societies, people with disabilities are stigmatized, and there is
resistance to the idea of integrating them into regular classrooms.

Understanding these challenges is crucial for developing strategies to improve inclusive

education practices.

7. Strategies for Effective Implementation of Inclusive Education

Numerous strategies have been proposed and tested to enhance the effectiveness of inclusive
education:

- Curriculum Adaptations: Curriculum modifications can make learning more accessible for
students with disabilities. This may involve simplifying tasks, providing alternative assignments,
or using multimodal teaching techniques.

- Professional Development for Teachers: Continuous training and professional development

are essential for equipping teachers with the skills and knowledge needed to support diverse
learners. Programs should focus on differentiation, classroom management, and collaboration.

- Collaborative Teaching Approaches: Co-teaching models, where general education and

special education teachers work together, have proven to be effective. This approach allows
teachers to leverage each other's expertise and ensure that all students receive appropriate
support.

- Use of Assistive Technologies: Technologies such as speech-to-text software, audiobooks, and

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adaptive devices can significantly improve learning opportunities for students with disabilities.
Assistive technologies are key to making education more accessible.

These strategies are integral to the successful implementation of inclusive education.

8. Case Studies on Successful Inclusion Models

Case studies provide real-world examples of how inclusive education has been implemented
effectively in different contexts. These case studies might include:

- Schools with Integrated Learning Models: Detailed analysis of schools where inclusive
practices have been successful, highlighting the strategies and practices used to create inclusive
environments.

- Countries with Strong Inclusive Policies: Examining countries such as Finland, where
inclusive education policies are well-established, can offer valuable insights into best practices.

- Specific Programs: Successful inclusion programs, such as those targeting students with
specific disabilities (e.g., autism spectrum disorder), can provide a useful framework for other
schools.

Case studies are a powerful tool for learning from practical examples and can provide inspiration
for schools facing similar challenges.

9. Gaps in the Literature

While much research has been conducted on inclusive education, several gaps remain:
- Limited Longitudinal Studies: There is a lack of long-term studies tracking the success of
inclusive education over time, particularly in terms of student outcomes.

- Teacher Perspectives: More research is needed to explore teachers' experiences and

perceptions of inclusive education, as teachers play a central role in its implementation.

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- Cultural Contexts: Much of the literature comes from Western contexts, leaving a gap in
research regarding the effectiveness of inclusive education in non-Western settings.

- Impact of Technology: While technology is increasingly used in inclusive classrooms, more

research is needed on how assistive technologies can specifically improve academic outcomes
for students with disabilities.

Identifying these gaps can help direct future research and policy development in inclusive
education.

10. Inclusive Education and Special Needs Education: The Relationship

While both concepts fall under the broader umbrella of inclusive practices, this section explores
how special needs education intersects with inclusive education.

- Historical Differences: How special education used to focus on segregated environments and
how that has evolved into inclusive settings.

- Overlap and Divergence: Analyzing how inclusive education is not a replacement for special
needs education but rather an extension of it, aiming to support students within the mainstream
classroom with additional resources and individualized support.

11. Impact of Inclusive Education on Teachers' Professional Development

Teachers play a critical role in the success of inclusive education, and this section explores how
inclusive education impacts teacher professional development and teaching strategies.

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- Ongoing Professional Learning: How teachers need continuous professional development to
stay updated on strategies for diverse classrooms and how inclusive practices influence their
teaching techniques.

- Teacher Attitudes and Beliefs: The section can also delve into how teacher attitudes and
beliefs about disability affect their ability to implement inclusive education successfully.

12. Psychosocial Impact of Inclusive Education on Students with Disabilities

This topic would focus on the psychosocial effects of inclusion for students with disabilities and
how these experiences shape their social development, self-esteem, and academic performance.
- Social Inclusion: How students with disabilities feel included or excluded in the general
education setting and how this affects their mental well-being.
- Peer Relationships: The development of peer relationships in inclusive classrooms and how
students with disabilities form friendships and interact with their peers.
- Self-Perception and Confidence: How inclusive education boosts self-esteem and confidence
in students with disabilities, empowering them to reach their full potential.

13. The Role of Policy and Legislation in Promoting Inclusive Education

This section would analyze how national and international policies, as well as legislation, impact
the implementation of inclusive education.

- UNESCO's Role: How UNESCO’s Salamanca Statement and other international policies
have set the global agenda for inclusive education.
- National Policy: A detailed analysis of national policies, laws like the ADA (Americans with
Disabilities Act) in the U.S. or the SEND (Special Educational Needs and Disability) Code of

16
Practice in the UK, and how these have influenced the integration of students with disabilities
into mainstream education.
- Policy Implementation: Exploring how well these policies are implemented at the grassroots
level and what barriers exist.

14. Parental Involvement in Inclusive Education

Parental involvement is a key factor in the success of inclusive education, as parents act as
advocates, collaborators, and support systems for their children.

- Parental Advocacy: How parents can act as advocates for their children’s educational needs,
pushing for better support and accommodations.
- Engagement in the Learning Process: Exploring how parents' engagement in school
activities, meetings, and decision-making processes enhances the effectiveness of inclusive
education.
- Barriers to Parental Involvement: Challenges that parents face in being involved,
particularly in marginalized or low-income communities.

15. Financial and Resource Implications of Inclusive Education

This section would explore the economic aspects of implementing inclusive education. It looks
into the financial costs and resource allocations that are required to support inclusive classrooms
and how different countries manage these challenges.
- Cost of Infrastructure and Resources: The costs of adaptations such as assistive
technologies, specialized teachers, and modified learning materials.
- Funding Sources and Models: Discussing how schools, districts, and governments allocate
resources for inclusive education. How do these financial burdens impact the sustainability of
inclusive education?

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- Equity in Resource Distribution: Investigating how financial challenges create disparities in
the quality of inclusive education available in different regions or economic settings.

16. Cultural Influences on the Implementation of Inclusive Education

The culture and values of a society play a significant role in shaping the acceptance and success
of inclusive education.

Cultural Barriers: Some cultures may perceive disability in a negative light, leading to
resistance against inclusive education practices. Understanding these barriers can help in
designing culturally responsive inclusive education programs.

Cultural Sensitivity in Teaching: How culturally responsive teaching can be integrated into
inclusive education to create an environment where students from diverse cultural backgrounds
feel accepted.

Religion and Disability: Exploring the influence of religious beliefs on the perception of
disability and inclusion in educational settings.

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 CHAPTER. 3
RESEARCH METHODOLGY

1. Research Design

Research design refers to the blueprint or plan that guides the researcher in conducting the
study. It outlines the structure and strategy for collecting, analyzing, and interpreting data in
order to answer the research questions.

There are three main types of research designs:

- Descriptive Research Design: This design focuses on providing an accurate portrayal of a

situation. It is often used when there is little information on the research topic, aiming to
describe the characteristics of the population or phenomenon being studied. In your case, a
descriptive design might involve understanding how inclusive education is implemented across
various schools.

- Exploratory Research Design: This type is used when there is limited understanding of a
topic. Researchers explore issues, identify patterns, and gather initial insights into a relatively
new field or phenomenon. For inclusive education, it might be used to explore challenges faced
by teachers or how inclusion policies are put into practice in different school environments.

- Explanatory or Causal Research Design: This design aims to explain cause-and-effect

relationships. It’s used when you want to understand the influence of one variable on another.
For example, a study might examine the effectiveness of specific inclusive teaching strategies
on student performance.
The selection of the research design depends on the objectives of the study and the nature of
the research problem. In the case of inclusive education, a combination of descriptive and
exploratory research designs may work best to study both the current practices and challenges
in inclusive classrooms.

19
Key Components of Research Design:
- Variables: Dependent (outcome being measured) and independent (influences the outcome)
variables.
- Control: Measures taken to control external variables that could affect the research.
- Sampling Strategy: Decides on how participants will be selected.

The design should always align with the research questions, helping ensure that the collected
data provides answers that are valid, reliable, and generalizable.

2. Research Approach

The research approach defines the methodology you will use to gather and analyze data. There
are three main approaches to research: qualitative, quantitative, and mixed methods.

- Qualitative Research Approach: This approach seeks to explore individual perceptions,

experiences, and social phenomena. It’s used when you want to understand the underlying
meaning, motives, and relationships from participants’ perspectives. In inclusive education,
this approach would be helpful in exploring teachers' experiences of teaching in inclusive
classrooms or how students with disabilities feel about being included in general education
settings.
- Methods: Interviews, focus groups, ethnographies, and observations.

- Quantitative Research Approach: This approach is used when the goal is to quantify the
relationship between variables and test hypotheses. It relies heavily on numerical data and aims
to establish patterns or generalizable results. For example, you might use surveys to gather data
on the academic performance of students in inclusive classrooms versus non-inclusive
classrooms.
- Methods: Surveys, experiments, and statistical analysis.

20
- Mixed Methods Approach: This is a combination of both qualitative and quantitative
approaches. It is used to get a more comprehensive understanding of the research problem. For
instance, you might survey teachers about inclusive education and then follow up with in-depth
interviews to gain further insights into their experiences and challenges.

Each approach has its strengths and weaknesses, and choosing one depends on the research
questions, the type of data you need, and the methodology that aligns with your objectives.

3. Population and Sample

Population refers to the complete set of individuals or elements that you are interested in
studying, while sample refers to a smaller, manageable group that is selected from the
population.

- Population: The population could include all teachers, students, and school administrators
involved in inclusive education. It could also encompass students with specific disabilities,
such as autism or learning disabilities, if the focus is on how inclusive education supports these
individuals.

- Sample: Due to practical limitations (e.g., time, budget, and access), it is not always feasible
to study the entire population. Therefore, a sample is selected, which should represent the
population accurately. The size of the sample depends on the goals of the study and the
required statistical power. A larger sample generally provides more reliable data but may
require more time and resources to gather.

Selecting a sample can be done using various sampling techniques, which are discussed below.

21
4. Sampling Technique

Sampling is the process of selecting participants from the population. The selection of a
sampling technique influences the quality of the data collected. There are two main types of
sampling techniques:

- Probability Sampling: Involves random selection, meaning every member of the population
has a known chance of being selected. This method is generally used in quantitative research to
ensure that the sample is representative of the larger population.

- Simple Random Sampling: Every individual has an equal chance of being selected.

- Stratified Sampling: The population is divided into different strata (groups), and samples are
taken from each stratum.

- Cluster Sampling: Entire clusters or groups are selected at random from a larger population.

- Non-Probability Sampling: Involves non-random selection where not every member of the
population has a chance to be selected. This method is more common in qualitative research,
where the researcher intentionally selects participants who can provide deep insights into the
research problem.

- Convenience Sampling: Participants are selected based on availability and convenience.

- Purposive Sampling: Participants are chosen based on specific characteristics that are
relevant to the research.

In inclusive education, you might choose a purposive sampling strategy to select teachers who
have experience in inclusive classrooms or students with specific disabilities who are part of an
inclusive education program.

22
5. Data Collection Methods

Data collection is the process of gathering information that will help answer your research
questions. In a study on inclusive education, the following methods may be employed:

- Qualitative Data Collection:

- Interviews: Conducting one-on-one or group interviews to gather detailed insights into
participants' experiences with inclusive education.

- Focus Groups: Group discussions to understand perceptions and attitudes towards inclusion,
which may help identify common themes and concerns.
- Observations: Observing classroom dynamics and the interactions between students with
disabilities and their peers.

- Quantitative Data Collection:

- Surveys and Questionnaires: Structured surveys or questionnaires can be administered to
teachers, students, and parents to collect numerical data on aspects like academic achievement,
student satisfaction, and teacher preparedness.
- Standardized Tests: Academic performance can be measured through test scores to see if
inclusive education affects learning outcomes.

The method selected depends on the nature of the research questions and the type of data
required.

23
6. Data Analysis Techniques

- Qualitative Analysis: Involves interpreting non-numeric data, such as words, images, and
behaviors. Techniques include:
- Thematic Analysis: Identifying and analyzing patterns (themes) in qualitative data.
- Content Analysis: Categorizing textual data and counting occurrences of themes.
- Grounded Theory: Developing a theory based on data collected from participants.

- Quantitative Analysis: Involves analyzing numerical data to identify patterns, relationships,

or statistical significance. Methods include:
- Descriptive Statistics: Using measures such as mean, median, and standard deviation to
describe the data.
- Inferential Statistics: Testing hypotheses using techniques like t-tests, ANOVA, or
regression analysis to draw conclusions about the population from the sample.

The choice of analysis technique will depend on the type of data collected and the research
questions you are attempting to answer.

7. Validity and Reliability

- Validity: Refers to how accurately the research measures what it intends to measure. There
are different types of validity:
- Internal Validity: Ensures that the observed results are truly due to the treatment or
intervention and not influenced by other factors.
- External Validity: Refers to how generalizable the study findings are to other settings,
populations, or times.
- Construct Validity: Ensures that the research instruments measure the concepts they are
intended to measure.

24
- Reliability: Refers to the consistency of the results. A reliable study yields the same results
when repeated under similar conditions.
- Test-Retest Reliability: Checking consistency of results over time.
- Inter-Rater Reliability: Ensuring consistency in measurements when multiple researchers
are involved.

Establishing both validity and reliability is crucial in ensuring the credibility and
trustworthiness of the research findings.

8. Ethical Considerations

Ethical considerations are fundamental in ensuring that research is conducted in a manner that
is responsible, respectful, and just. Researchers are expected to follow ethical guidelines to
protect the rights and welfare of participants, promote integrity in research, and avoid harm.
Ethical issues are particularly crucial in educational research, where vulnerable groups—such
as children, individuals with disabilities, and marginalized communities—are often involved.

In the context of your thesis on Incorporating Inclusive Education: Challenges and Strategies,
it is vital to address ethical considerations to maintain the credibility of the study and ensure
that all stakeholders involved are treated with respect and fairness. Below are the key ethical
considerations you need to consider when conducting research in inclusive education:

Informed Consent

Informed consent is one of the most important ethical principles in research. It ensures that all
participants—whether teachers, students, or parents—understand the nature of the study, the
procedures involved, and any potential risks. Participants should voluntarily agree to
participate in the research without coercion or undue influence.

25
Full Disclosure: Participants should be informed about the purpose of the study, the
procedures, the expected duration, and the nature of their involvement. In the case of inclusive
education, this would include explaining the goal of examining teaching strategies or students'
experiences within inclusive classrooms.

Voluntary Participation: It must be made clear to participants that their involvement is

entirely voluntary. They have the right to withdraw at any point without any negative
consequences.
Parental Consent for Minors: If the research involves minors (students), written parental
consent must be obtained. Additionally, assent should be sought from the students themselves,
especially in cases where they are old enough to understand what participation entails.

Confidentiality and Privacy

Confidentiality ensures that participants' personal information, responses, and any data
collected are protected and not disclosed without their permission. This is particularly
important in educational research, where sensitive information about students and teachers may
be gathered.
Anonymity: Participants’ identities should be kept anonymous unless they provide explicit
consent to be identified. For example, if you interview teachers or students, you should
anonymize their responses in the final report to protect their identity. This helps in preventing
any potential harm that may arise from being associated with the research findings.
Data Security: It is crucial to ensure that all collected data (interviews, surveys, observational
notes) is stored securely. Digital data should be encrypted, and physical documents should be
kept in a locked and secure place. Access to the data should be limited to authorized personnel
only.
Sensitive Information: When collecting data from students or teachers, you may encounter
sensitive information, such as personal struggles, disabilities, or emotional challenges. It is
essential to assure participants that their personal issues will be kept confidential and used
solely for academic purposes.

26
Avoiding Harm

The principle of avoiding harm is central to ethical research. This principle emphasizes the
importance of ensuring that no participant experiences physical, psychological, or social harm
as a result of participating in the study.
In inclusive education, this could include ensuring that the research does not exploit vulnerable
participants, such as children with disabilities, and that the study does not inadvertently harm
their well-being.

Psychological Harm: Research involving sensitive topics such as disability or educational

challenges may lead to emotional distress. For example, interviews with students with
disabilities might bring up feelings of exclusion or stigmatization. To minimize harm, it is
important to offer participants the option to skip any questions they are uncomfortable with and
provide access to counseling or support services if needed.

Minimizing Disruption: The study should be designed so that it does not interfere with the
participants' educational experience. For example, if you are conducting interviews or focus
groups with teachers, these sessions should be scheduled at times that do not disrupt their
teaching schedules.

Power Dynamics and Respect for Participants

In any research, power dynamics between the researcher and participants can affect the way
participants respond to questions, especially if there is a significant difference in social or
professional status. In educational settings, researchers often hold more authority than the
participants, particularly when interacting with students or teachers.

Respect for Autonomy: Researchers must recognize and respect the autonomy of participants,
meaning that participants should make decisions about their involvement freely. They should
never feel coerced into participating due to the researcher’s position of power or authority.

27
Equal Participation: Researchers must ensure that all participants have an equal opportunity
to contribute to the research, without fear of judgment or bias. This can be especially important
when researching sensitive topics such as inclusive education, where certain participants might
feel marginalized or excluded.

Empathy and Sensitivity: Researchers must approach their participants with empathy and
sensitivity, particularly when engaging with students with disabilities. The researcher should be
aware of the needs and concerns of participants and ensure that they feel valued and heard
throughout the research process.

Deception and Transparency

Ethical research requires transparency at all stages of the study. Deception—whether

intentional or unintentional—can undermine the trust between the researcher and the
participants and is generally considered unethical.

No Deception: In your research, it’s essential that you do not deceive your participants about
the nature of the study, its purpose, or their involvement. If you need to collect data in a
manner that involves some level of concealment (e.g., observation without prior notice), it
must be justified and approved by an ethics board, and participants should be fully informed
afterward.

Clear Communication: When explaining the research to participants, avoid using technical
jargon that might confuse them. Ensure that the information provided is clear and that
participants fully understand what they are agreeing to.

28
Ethical Review and Approval

Before conducting research, especially in educational settings, it is important to seek ethical

approval from an institutional review board (IRB) or ethics committee. The review board
ensures that the study adheres to ethical standards and protects the welfare of participants.
Ethics Review Process: You will need to submit a proposal detailing the objectives of the
research, the methods to be used, the participants involved, and the steps taken to protect their
rights. The ethics committee will review this proposal to ensure that ethical guidelines are
followed, particularly in relation to consent, confidentiality, and minimizing harm.

Adherence to Guidelines: After receiving approval, it is the researcher’s responsibility to

ensure that all procedures comply with the ethical guidelines outlined by the review board
throughout the research process. Any deviations from the approved plan must be reported and
justified.

Benefits and Transparency of Results

Ethical research also involves disseminating results in a transparent and responsible manner.
The findings should be shared with participants, especially if their insights played a critical role
in shaping the outcomes. It’s important that the results are communicated in ways that are
accessible and understandable to all stakeholders, particularly participants who might not be
familiar with academic language.
Sharing Results with Participants: Participants may be interested in knowing the results of
the study, especially if it concerns educational practices or their involvement. Providing
feedback to participants shows respect for their contribution and helps maintain trust in the
research process.

Avoiding Bias: Researchers must ensure that the findings are reported accurately and honestly,
without manipulating the data to fit preconceived conclusions. This is particularly important in
the context of inclusive education, where research integrity is critical to improving educational
practices and informing policy.

29
Ethical considerations are an essential part of research methodology. They ensure that research
is conducted in a responsible and respectful manner, protecting the rights and welfare of all
participants involved. When studying inclusive education, ethical concerns are particularly
important because of the vulnerability of the participants—students with disabilities, teachers,
and educational staff—and the potential risks to their well-being.

30
 CHAPTER. 4
Results and Findings

Descriptive statistics of the current study showed that the mean age of headteachers and
teachers was M=38.39 and F=35.30, respectively. A total of 61% of study participants were
male, and 39% were female. Majority of participants (79.6%) had more than five years of
teaching experience. The academic level of 59.9% of participants was M.A/M.Sc. Followed by
28% with B.A/B.Sc. A total of 78.3% of participants had received inclusive training, while
21.7% didn't receive such training. In the sample, 32.5% were headteachers, and 67.5% were
teachers. Approximately 23.5% of the participants represented Punjab Inclusive Education
Project, 47.1% of schools represented Ghazali Education Trust Inclusive Model, 17.6%
represented the Inclusive Voucher Scheme, and 11.8% belonged to Amin Maktab Inclusive
Model. A total of 70.6% of schools were located in rural areas, and 29.4% were based in urban
areas.
Out of these schools, 23.5% of schools were public, 58.8% were private, and 17.6% were
private schools financed by public funding. The mean number of pupils studying in high
schools was M=114.81, in primary schools M=191.59, and in elementary schools M= 124.85.
Almost 80.4% of schools enrolled students with intellectual disabilities, 70.6% to students with
a physical disability, whereas 66.7% of schools enrolled students with visual impairment,
56.9% of schools to students with hearing impairment, 51.0% to students with language
disorders, 27.5% to students with emotional behavior disturbances,13.7% to students with
learning disability and 9.8% to students pervasive development disorders (Table 1).
Chi-square test of association was conducted to find an association between study variables.
Frequency and percentages of school ownership, location, and inclusive model are varied in the
next analyses because of the selection of one headteacher and four teachers from each school.
Findings indicated that Punjab project for inclusive mode was implemented in all of the public
schools. Majority of the private schools (48) implemented Ghazali Education Trust Inclusive
Model, 12 private schools implemented Amin Maktab Inclusive Model, 1 of the private
schools implemented Punjab Inclusive Education Project, and 1 school implemented Inclusive
Voucher Scheme. All of the privately-financed public education schools implemented
Inclusive Voucher Scheme.

31
Table 1. Distribution of disabilities

Disability N (%)
Physical motor disability 36(70.6%)
Hearing impairment 29(56.9%)
Language disorder 26(51.0%)
Visual impairment 34(66.7%)
Learning disability 7(13.7%)
Pervasive development disorder 5(9.8%)
Emotional behavior disturbances 14(27.5%)

The distribution of disability indicated a balanced spread of disabilities commonly found in the
population. Intellectually challenged students dominate total enrolled children in 51 inclusive
schools.
The study further revealed that the majority of the headteachers (70.6%) included in the study
were from schools located in rural areas; likewise, most teachers (66%) were from schools
located in rural areas. A total of 29.4% of headteachers were from schools located in urban
areas, and 34% of teachers were from schools located in urban areas.

Table 2. Representation of Headteachers and Teachers in Urban and Rural Areas

School
Location
Designation Frequency Percent
Head Urban 15 29.4
Teacher
Rural 36 70.6
Teacher Urban 36 34.0
Rural 70 66.0
It was also found that the majority of headteachers (62.7%) were from private schools, whereas
the majority of the teachers (36.8 %) were from private schools financed by the government.

32
School Culture
Table 3 indicates the responses of participants regarding inclusive enabling school climatic
practices. The majority of the participants indicated that inclusive enabling climatic enablers
were either fully or substantially implemented in their respective schools: for example, 87% of
the respondents maintained that their respective schools' mission statement.

Table 3. Implementation of Inclusive Enabling School-climate Related Practices

Frequency
Indicators Un- Decided
Fully Substantially Partially Not Yet
Teachers students with 22 5 8 7
115
disabilities treat each other (14%) (3.2%) (5.1%) (4.5%)
(73.2%)

All students \ feel safe at 120 29 8 0 0

school. (76.4%) (18.5%) (5.1%) (0%) (0%)
All students have a sense of 130 14 13 0 0
ownership of their school. (82.8%) (8.9%) (8.3) (0%) (0%)
All students have a sense of 130 25 1 1 0
belongingness at school. (82.8%) (15.9%) (.6%) (.6%) (0%)
All staff interacts with 35 4 9 2
107
students having learning (22.3%) (2.5%) (5.7%) (1.3%)
(68.2%)

reflected that all children including children with disability could learn in mainstream schools;
93% of the respondents maintained that in their respective schools’ all kinds of students were
made to feel welcome; 89% of the respondents maintained that their respective schools’ did not
discriminate students on the basis of their disabilities; 90% of the respondents maintained that
their respective schools’ had made conscious efforts to minimize all forms of discrimination
met out to the students with disabilities; 90% of the respondents maintained that in their
respective schools’ all kinds of students were equally valued; 76% of the respondents
maintained that their respective schools had high educational and behavioral expectations from
the students having learning and behavioral disabilities; 87% of the respondents maintained that
the teachers, other allied staff and students including students with disabilities treated each other
with respect and honor; 95% of the respondents maintained that all students including students
with disabilities felt safe and secured in the school premises; 92% of the respondents maintained

33
that all students including students with disabilities manifested a sense of ownership of their
schools; 98% of the respondents maintained that students with disabilities felt a strong sense of
identification and belongingness towards their schools; and 90% of the respondents maintained
that all teachers and other allied staff shared with each the responsibility of interaction with the
students having learning disabilities.

Table 4 indicates the responses of participants regarding the availability of inclusive enabling
leadership practices. The majority of the participants indicated that inclusive enabling
leadership practices were either fully or substantially implemented in their respective schools.
For example: 98% of the respondents maintained that headteachers had a positive attitude
towards inclusive education; 66% of the respondents maintained that their respective
headteachers had an updated knowledge of various inclusive strategies; 63% of the respondents
maintained that the headteachers provided all kinds of resources for implementing inclusive
education; 85% of the respondents maintained that their respective headteachers had facilitated
the collaborative strategies; 90% of the respondents maintained that the headteachers monitored
implementation of collaborative strategies in the schools; 85% of the respondents maintained
that their respective headteachers ensured regular planning of collaborative strategies by the
teachers in the schools; 80% of the respondents maintained that their respective headteachers
used teachers feed-back to identify training needs for teachers and other allied staff; 79% of the
respondents maintained that their respective headteachers used achievements of all kinds of
students including students with disabilities to identify training needs for teachers and other
allied staff.

34
Table 4. Implementation of School-leadership Related Practices
Frequency
Indicators Not Yet Un- Decided
Fully Substantially Partially
School Head has a positive attitude towards 122 31 4 0 0

inclusion. (77.7%) (19.7%) (2.5%) (0%) (0%)

The headteacher has up-to date knowledge of 45 59 52 1 0
various inclusive strategies. (28.7%) (37.6%) (33.1%) (0.6%) (0%)
The headteacher provides all kinds of resources
42 57 45 13 0
to implement inclusion.
(26.8%) (36.3) (28.7%) (8.3%) (0%)
The Head Teacher facilitates the collaboration
102 31 18 6 0
strategies.
Head Teacher monitors the collaboration (65.0%) (19.7%) (11.5%) (3.8%) (0%)

strategies. 108 34 14 1 0

Head Teacher ensures that Collaborative (68.8%) (21.7%) (8.9%) (0.6%) (0%)
Planning is done by teachers on a regular basis. 88 46 23 0 0
The headteacher uses teachers feedback to (56.1%) (29.3%) (14.6%) (0%) (0%)
identify training needs for teachers and other
60 65 26 5 1
allied staff.
(38.2%) (41.4%) (16.6%) (3.2%) (0.6%
Additionally, it also brought out that, and 65% of the respondents held that their respective
)

headteachers offered incentives to teachers who showed positive progress in implementing

inclusion.

Table 5 indicates the responses of participants regarding the availability of inclusive enabling
team collaboration amongst school staff for ensuring participation of all kinds of students. The
majority of the participants indicated that inclusive team collaboration enablers were either fully
or substantially implemented in their respective schools. For example: 64% of the respondents
held that all teachers of their respective schools supported all kinds of students including
students with disabilities; 54% of the respondents held that all teachers and other allied staff
including psychologist and physiotherapist etc. of their respective schools worked well together
and with the head teachers of their respective schools; 62% of the respondents held that all
teachers and other allied staff including psychologist and physiotherapist etc. collaborated with
each other for implementing inclusive education; 78% of the respondents maintained that the
knowledge of parents about their children’s educational and behavioral needs was valued in
their respective schools; 69% of the respondents held that the knowledge of parents about their

35
children’s educational and behavioral needs was used by the teachers in the class; 53% of the
respondents held that the teachers of their respective schools used achievements of the students
with learning disabilities for adapting curriculum according to their needs; and 51% of the
respondents held that all teachers used achievements of the students with learning disabilities
for differentiating teaching strategies including mode of presentation and methods of response.
However, contrastingly, majority of the participants indicated a lack of full or substantial
evidence of implementation of team collaboration inclusive enablers in various areas. For
example, 54% of the respondents held that all teachers did not possess the commitment to teach
all kinds of students, including students with disabilities; 61% of the respondents maintained
that all teachers of their respective schools did not possess skills needed to teach all kinds of
students including students with disabilities.

Table 5. Implementation of Team Collaboration Related Practices

Frequency
Indicators
All teachers possess the commitment to teach all 13 30 35 20
58
kinds of students including students with (8.3%) (19.1%) (22.3%) (12.7%)
(36.9%)

All teachers possess the skills needed to teach all

17 30 50 48 12
kinds of students, including students with (19.1%) (31.8%) (30.6%) (7.6%)
(10.8%)
All teachers support all kinds of students 63 38 37 19 0
including students with disabilities. (40.1%) (24.2%) (23.6%) (12.1%) (0%)
All teachers and other allied staff, including 47 58 8 6
38
psychologists and physiotherapists, etc., work (29.9%) (36.9%) (5.1%) (3.8%)
(24.2%)
All teachers and other allied staff, including
43 54 33 27 0
psychologist and physiotherapists, etc., (34.4%) (21%) (17.2%) (0%)
(27.4%)
The knowledge of parents about their children’s 72 50 32 3 0
educational and behavioral needs is valued. (45.9%) (31.8%) (20.4%) (1.9%) (0%)
The knowledge of parents about their children’s 65 29 20 0
43
educational and behavioral needs is used by the (41.4%) (18.5%) (12.7%) (0%)
(27.4%)
Special education staff works within the general 29 15 59 49 5
education classroom. (18.5%) (9.6%) (37.6%) (31.2%) (3.1%)
The teachers use the achievements of the 68 34 38 2
15
students with learning disabilities for adapting (43.3%) (21.7%) (24.2%) (1.2%)
(9.6%)
The teachers use achievements of the students
with learning disabilities for differentiating 26 54 54 21 2
teaching strategies including mode of (16.6%) (34.4%) (34.4%) (13.4%) (1.3%)

36
 presentation and methods of response.

Similarly, table 5 indicates that 69% of the respondents held that special education staff did
not work within the general education classroom in their respective schools.

Table 6. Implementation of Family-school Partnership Related Practices

Frequency
Indicators Not Un-
Fully Substantially Partially
Yet Decided
Parents’ educational priorities for disabled 18 49 30 35 25
(11.5%) (31.2%) (19.1%) (22.3%) (15.9%)
children are reflected in the student’s IEP.
Parents’ behavioral priorities for disabled 42 58 35 18 4
(26.8%) (36.9%) (22.3) (11.5%) (2.5%)
children are reflected in the student’s IEP.
Parents acknowledge the teachers' efforts
61 39 23 32 2
for their children with disabilities.
(38.9%) (24.8%) (14.6%) (20.4%) (1.3%)
Parents’ attend meetings regarding
academic progress and issues with the 32 47 52 18 8
school teacher on a regular basis. (20.4%) (29.9%) (33.1%) (11.5%) (5.1%)
Parents give input about their disabled
39 58 31 21 8
child’s social behavior to the teachers.
(24.8%) (36.9%) (19.7%) (13.4%) (5.1%)
Parents receive regular information about
their child’s social behavior from school. 26 36 65 23 7

Parents help their disabled children to (16.6%) (22.9%) (41.4%) (14.6%) (4.5%)

reinforce academic lessons and behavioral

24 50 38 38 7
skills on a daily basis.
(15.3%) (31.8%) (24.2%) (24.2%) (4.5%)

Table 6 indicates the responses of participants regarding the availability of inclusive

enabling family-school partnership practices. The majority of the participants indicated that
inclusive enabling family-school partnership practices were either fully or substantially
implemented in their respective schools. For example: 43% of the respondents held that parents'
educational priorities for disabled children were reflected in the student's IEP; 64% of the
respondents held that parents' behavioral priorities for disabled children were reflected in the
student's IEP; 64% of the respondents held that parents of the children of their respective
schools acknowledged the teachers’ efforts for their children with disabilities; 50% of the
respondents held that parents of the special needs children attended meetings regarding

37
academic progress and issues with the school teacher on a regular basis; and 62% of the
respondents indicated that parents gave input about their disabled child’s social behavior to the
teachers. Contrastingly, however, majority of the participants indicated that family- school
partnership was missing fully or partially in various areas. For example: 56% of the respondents
maintained that parents did not receive regular information about their child’s social behavior
from school and 48% of the respondents held that parents of the special needs students did not
help their disabled children to reinforce the academic lessons and behavioral skills on daily
basis.

38
 Conclusion

Based on the findings in the contexts of implementation status of inclusive education and the
way key stakeholders find and interpret it, the research study offers several implications for
implementing and improvising inclusive education for students with disabilities and SEN.
Firstly, there is a significant need for schools to reform their existing school policies, which
focus on individualizations. Such decisions should be made on a 'case-by-case' basis and
reviewed by a panel of stakeholders within the school community. Efforts should be directed
to regularly include mainstream teachers, parents, and school psychologist during placement
decisions. Secondly, special support services such as special needs assistants and special
needs coordinators should be a regular part of special service units in schools which include
students with disabilities. Thirdly, all staff, including administrators and principals, should
participate in continuing professional development programs related to inclusive education,
special educational needs, and pedagogical practices. Such programs should address four
important considerations based on inclusive principles: (1) strong knowledge and practical
understanding of inclusive education including philosophical tenets of inclusion, 3)
knowledge and understanding about various

39
 SUMMARY
This thesis examines the challenges and strategies involved in implementing inclusive
education in schools. It explores how inclusive education, which aims to provide equal learning
opportunities for all students regardless of their abilities, can be effectively integrated into
educational systems. The study highlights the benefits of inclusive education for both students
with disabilities and their peers, fostering an environment of diversity, empathy, and mutual
respect. However, it also identifies significant challenges such as insufficient teacher training,
lack of resources, and cultural or institutional barriers that hinder full inclusion. The thesis
investigates various strategies to address these challenges, including curriculum adaptations,
professional development for teachers, and the use of assistive technologies. Through case
studies and data analysis, the research explores successful inclusion models and provides
recommendations for improving inclusive education practices. Ultimately, it emphasizes the
importance of policy reforms, resource allocation, and community involvement in ensuring that
inclusive education becomes a reality for all students.

40
 References

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Ainscow, M. (2000a). Reaching out to all learners: Some lessons from international experience.
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Ainscow, M. (2000b). The next step for special education. British Journal of Special Education,
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Ainscow, M. (2002). Using research to encourage the development of inclusive practices. In:
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