National College of Business Administration and Economics

Sub Campus Multan

“CHALLENGES AND SOLUTION IN INCLUSIVE EDUCATION:

TEACHING STUDENT WITH SPECIAL NEED IN MAINSTREAM
CLASSROOM”

By:
Zainab Malik
Admission No: MTN-24-15529
Supervised By:
Sahar Jamshaid

A Project Report
Submitted to Department of Education in Partial Fulfillment for the
requirement of Degree of
B. S Education

i
NATIONAL COLLEGE OF BUSNIESS ADMINISTRATION &
ECONOMICS SUB CAMPUS MULTAN

“CHALLENGES AND SOLUTION IN INCLUSIVE EDUCATION:

TEACHING STUDENT WITH SPECIAL NEED IN MAINSTREAM
CLASSROOM”

A Research Project submitted to department of Education in Partial Fulfillment

for the requirement of Degree of

B.S Education
BY
Zainab Malik

Project Committee:

Chairman

Member

Pro-Rector
NATIONAL COLLEGE OF
BUSNIESS ADMINISTRATION
& ECONOMICS SUB CAMPUS
MULTAN

ii
NATIONAL COLLEGE OF BUSNIESS ADMINISTRATION &
ECONOMICS SUB CAMPUS MULTAN

11/B, Gulgasht Colony, Bosan Road Multan

COURSE COMPLETION CERTIFICATE

Ref. No. R&D/Multan/_____________ Dated:__________

It is certified that courses requirement of MS. Zainab Malik Admission No MTN-24-

15529 for the program B.S Education has complete and her current CGPA
is______________

Prof. Dr. Muhammad Asim Rajwana

Pro-Rector

Copy

1. The Rector’s Office, NCBA&E Lahore

2. The Director’s Office, NCBA&E Sub Campus Multan
3. Notification File

iii
 Declaration

I, Zainab Malik daughter of Malik Muhammad Ibrahim Admission No MTN-24-

15529 a student of the B.S Education program with a specialization in Formative
Assessment hereby declare that research project titled“Challenges And solution In
Inclusive Education: Teaching Student with Special need In Mainstream
Classroom” submitted by me in partial fulfillment of the requirements for the B.S
Education program is my original work and has not been submitted or published
previously.

I solemnly affirm that this work shall not, in the future, be submitted for obtaining
my other degrees from this or any other university or institution.

Furthermore, I fully understand the plagiarism policies of HEC. If any part of my

work is found to be plagiarized or copied at any stage, even after the award of the
degree, my research may be canceled, and the degree may be revoked.

______________
Zainab Malik

iv
 RESEARCH COMPLETION CERTIFICATE

This research project entitled “Challenges And solution In Inclusive Education:

Teaching Student with Special need In Mainstream Classroom” submitted by Zainab
Malik, Admission No MTN-24-15529, Program B.S Education was conducted under my
supervision. I have read it and found it to be satisfactory regarding its originality, content,
education, relevancy, consistency, citation and reference list. It is ready for submission for
evaluation to NCBA&E as a partial fulfillment of B.S Education.

__________________
Ms. Sahar Jamshaid

v
 ACKNOWLEDGEMENT

I am thankful to Almighty Allah and Prophet Muhammad (PBUH) Who gave me strength to
complete my work and blessed me in whole life. I dedicate this humble effort to my Prophet
Muhammad (PBUH) who is a torch of knowledge and wisdom for the whole mankind. I
would like to express my gratitude to my worthy Supervisor MS. Sahar Jamsaid, for
sharing her ideas and interests with me about my project. Her contribution boosted my
confidence and helped me in finishing my study in time.

I am thankful to my parents and all family members for their love, support and
encouragement to seek knowledge.

I am much obliged by the nice cooperation of Dr. Muhammad Asim Rajwana.and HOD
Dr Hafiz Kausar His support and encouragement helped me all the way through this work.
I would also like to thank faculty members and administrative officers of NCBA&E Multan
sub campus who cooperated with me in order to make this project successful, I also want to
show my gratefulness to all the participants who spared their precious time in answering my
questionnaires.

_______________
Zainab Malik

vi
 ABSTRACT
This study aim to explore the challenges and solutions in inclusive education while teaching
special student in mainstream classroom. Inclusive education means such education that
provide equal learning opportunities to all student included disable student. Data was
collected from 30 teachers and administrator from two schools of Multan (Govt.Junior
Modal School , Govt.Elementary School No 1 Multan). After analyzing the collected
data ,the result shows that teachers are inexperience and resource like funding and
technology are limited specially in these school . The teacher faces challenges while
adopting instructional strategies to meet the diverse learning needs of special student .So it
is necessary to establish specialized teacher training program to equip teacher professional
development Challenges range from adapting curriculum and instruction to meet diverse
learning styles and needs, managing varied behavioral and communication requirements,
and providing adequate individualized support and resources. Furthermore, fostering social
inclusion and peer acceptance can be difficult, while teacher preparedness and professional
development often lag behind the demands of inclusive practices. Parental involvement and
collaboration also present both opportunities and hurdles

vii
 CHALLENGES ANDSOLUTION IN INCLUSIVE EDUCATION:
TEACHING STUDENTWITHSPECIALNEED IN MAINSTREAM
CLASSROOM

Table of Contents
Chapter No.1 ........................................................................................................................................................ 1
1. Introduction ................................................................................................................................................. 1
1.1 Background of inclusive Education in Pakistan ............................................................... 1
1.2 Historical Background ................................................................................................... 1
1.4 Challenges in Implementing Inclusive Education ............................................................ 2
5. Policy Implementation Gaps : ..........................................................................................2
1.5 Current Status and Future Directions ............................................................................. 2
1.6 Research Problem ........................................................................................................4
1.8 Objectives of the Study ................................................................................................ 4
1.9 Importance of the Study .............................................................................................. 4
Chapter No.2 ........................................................................................................................................................ 6
Literature Review ............................................................................................................................................6
2.4 Global Perspective vs. Pakistan's Perspective on Special education ............................... 11
2.5 Global Perspective on Special Education and Inclusive education ..................................11
2.7 Comparative Analysis .................................................................................................. 12
2.8 Challenges Faced in Mainstream Classrooms ................................................................12
. ....................................................................................................................................... 14
Policy and Legal Framework: ..........................................................................................15
Current Approaches: .......................................................................................................15
Challenges in Implementation: ........................................................................................ 16
Progress and Future Prospects: ....................................................................................... 16
Historical Development: .................................................................................................. 20
Current Approaches and Policies: ................................................................................... 20
Examples of Inclusive Practices: ......................................................................................21
Challenges in Implementation: ........................................................................................ 22
Future Directions and Opportunities: ..............................................................................23
Historical Overview: ........................................................................................................29
Current Situation and Challenges: .................................................................................. 30
Recent Initiatives and Future Prospects: ......................................................................... 31
Chapter 3 ............................................................................................................................................................33
Methodology ...................................................................................................................................................33
viii
 3.1 Research Design .......................................................................................................... 33
3.2 Population .................................................................................................................. 33
3.3 Data Collection Methods ............................................................................................. 33
3.4 Research instruments ..................................................................................................34
3.5 Ethical Considerations ................................................................................................. 34
Chapter 4 ............................................................................................................................................................36
Analysis of Collected Data ............................................................................................................................ 36
1.1 Demographic Profile respondents ................................................................................36
1.2 KeyFindingsfromData Analysis .....................................................................................37
2. Identified Challenges .....................................................................................................37
3. Suggested Solutions Based on Data ............................................................................... 39
Chapter 5 ............................................................................................................................................................45
Conclusion and Recommendations .............................................................................................................. 45
2. Recommendations for Teachers .................................................................................... 46
3. Recommendations for Educational Institutions .............................................................. 47
Future Research Directions ............................................................................................... 47
Final Thoughts .................................................................................................................. 48
QUESTIONNAIRE....................................................................................................................................49
PLAGERRISM REPORT.........................................................................................................................50

ix
 Chapter No.1
1. Introduction

1.1 Background of inclusive Education in Pakistan

Inclusive education is an approach and the purpose of inclusive education is to integrate

students with special needs into mainstream classrooms,ensuring equal learning chances for
all. In Pakistan, the concept of inclusive education has gradually gained recognition, but its
implementation remains a challenge due to various socioeconomic structural barriers. This
section explores the historical background,policy developments,challenges,and the current
status of inclusive education in Pakistan.

1.2 Historical Background

The education system in Pakistan has historically been characterized by a lack of accessibility
for students with special needs Prior to the early 2000s ,special education was largely
confined to separate institution scattering specifically to children with disabilities. These
specialized schools were primarily established in urban centers, leaving children in rural
areas with limited or no access to education.

With the global push for inclusive education, Pakistan began to acknowledge the need for
integrating students with special needs into mainstream schools. The country's commitment to
international frameworks and has encouraged policy reforms aimed at promoting inclusive in
the education sector (UNESCO,2018)
Policy Developments and Government Initiatives
The Punjab Inclusive Education Project(2015-2017) was a significant step toward fostering
an inclusive learning environment.The project provided assistive devices, teacher training,
and awareness programs to facilitate the children with disabilities in mainstream schools
(Mahmood,2020) .Other provinces have also made efforts to promote inclusive education, but
implementation remains uneven across the country.

The Pakistan Institute of Rehabilitation Sciences (PIRS)and the Special Education

Department have played an essential role for inclusive education.Various non-governmental
organizations (NGOs),such as the Pakistan Foundation Fighting Blindness (PFFB)and

1
 Rozan ,have contributed to the awareness and support of disable student in mainstream
schools (Shah & Ahmed, 2021).

1.4 Challenges in Implementing Inclusive Education

Despite policy advancements, the implementation of inclusive education in
Pakistan faces several challenges:

1. Lack of Teacher Training:Many teachers have limited important and training to

address the diverse learning needs of students with disabilities (Ahmed &Malik, 2019). There
is a need for specialized training programs that equip teachers with inclusive teaching strategies

2. Inadequate Infrastructure: Most schools are not designed for students with
physical implements . Lack of ramps , elevators , and accessible classrooms hinder the
enrollment of children with mobility impairments (Mahmood, 2020).
3. Social Stigma and Discrimination :Societal attitudes toward disability often
discourage families from enrolling their children in mainstream schools. Cultural
misconceptions and discrimination against children with disabilities remain significant
barriers to inclusion (Shah &Ahmed,2021).
4. Limited Financial Resources: Many public schools struggle with inadequate
funding,making it difficult to invest in assistive technologies and resources required
for inclusive education.

5. Policy Implementation Gaps :

While policies supporting inclusive education exist,their enforcement and execution at the grass
roots level remain weak.There is often a lack of coordination between government departments
and educational institutions (UNESCO, 2018).

1.5 Current Status and Future Directions

In recent years, Pakistan has made gradual progress toward implementing inclusive education.
Some universities now offer specialized degrees in special education to train future educators
in inclusive teaching-methods.Additionally, digital learning initiatives, such as Tele Tailem
and Pakistan's National Education Response Plan,have explored ways to support children with
disabilities through technology(Mahmud, 2020).

To further strengthen inclusive education, the following measures should be prioritized:

 Comprehensive Teacher Training Programs to equip educators with
 inclusive teaching techniques.

2
 Infrastructure Development to ensure schools are accessible to all students.
 Public Awareness Campaigns to combat stigma and encourage inclusive attitudes
in society.
 Policy Strengthening and Implementation with effective monitoring mechanisms to
ensure compliance with inclusive education policies.
 Financial Support and Resource Allocation for assistive devices, learning materials,
and additional support staff.
Inclusive education in Pakistan is an evolving concept that requires sustained efforts for
effective implementation.While policies and initiatives have been introduced,significant
challenges remain in ensuring equal educational opportunities for special . By strengthening
teacher training, infrastructure, policy enforcement,and public awareness,Pakistan can move
toward a equitable education system.

Inclusive education ensure that every student have equal right to get education in mainstream
classrooms .This approach promotes diversity, equity, and participation ,leading to numerous
social, academic ,and economic benefits (Ainscow,2020).Inclusive education fosters a sense
of belonging among learners with special needs , reducing discrimination & promoting respect
for diversity in schools and society.

Academically, overall education benefits not only disable learners but also their peers.
Research indicates that inclusive settings encourage cooperative learning, improve problem
solving skills, and enhance overall performance. Moreover,teachers who implement inclusive
practices develop better in instructional strategies, benefiting all learners.
From a social perspective,inclusive education helps break stereo types and stigmas associated
with disabilities. It allows students to interact with diverse peers, fostering empathy,tolerance
and social cohesion(Slee, 2018). Students without disabilities gain a better understanding of
challenges faced by their peers and develop stronger social skills through collaboration and
shared learning experiences(Sharma et al., 2017).
Furthermore,inclusive education emphasizes the right of every child to education without
discrimination .Countries that embrace inclusive education policies witness long-term
economic benefits,as inclusive practices contribute to a more skilled and diverse workforce
(OECD, 2019).
In conclusion,inclusive education is important for creating equitable learning environments
that benefit all students.It promotes social harmony,enhances academic outcomes,and supports

3
economic growth by ensuring that every student has right to equal education, regardless of
their special needs

1.6 Research Problem

Despite the global emphasis on inclusive education,its implementation in mainstream
classrooms in Pakistan faces several challenges. Teachers are not fully trained and resources
to accommodate disable persons effectively. Additionally, societal attitudes, infrastructural
limitations ,and policy gaps hinder the successful integration of inclusive practices .As a result,
students with special needs frequently experience academic and social exclusion.The
purpose of this study to investigate the challenges faced in implementing inclusive education
in Pakistan and explore the solutions to enhance its effectiveness in mainstream classrooms.
1.7 Research QuestionS
1. Define thekeychallengesfacedbyteachersinimplementinginclusive education in
mainstream classrooms in Pakistan?
2. How do disable student experience inclusion in mainstream educational settings?
3. What strategies and best practices should be adopted to improve the effectiveness of
inclusive education in Pakistan?

1.8 Objectives of the Study

This study aim is to explore the challenges and solutions related to inclusive education in
mainstream classrooms in Pakistan. The specific objectives are:

1. To define the key challenges faced by teachers in implementing inclusive education in

mainstream schools.
2. To define the experiences of students with special needs in inclusive educational
settings.
3.To explore effective teaching strategies and best practices for improving inclusive
education in Pakistan.

1.9 Importance of the Study

This study holds significant importance for various stakeholders ,including educators ,
policymakers, researchers, parents, and students.By identifying the challenges faced in
implementing inclusive education in Pakistan, the study provides valuable insights into areas
requiring improvement and development.

4
For educators, the study highlights the need for specialized training, professional
development,and resource allocation to define that teachers are well-trained in handling
diverse classrooms effectively.Policy makers can use the findings to develop inclusive
policies and frameworks that promote equal rights to get education for disable student .

Parents of children with disabilities can benefit from this research as it raises awareness about
special education in mainstream ,its benefits, and the of collaboration between families and
schools.Moreover,the study contributes to academic literature by addressing gaps in research
on inclusive education in the Pakistani context, offering practical recommendations for
enhancing its implementation.

Ultimately,this study aims to create a such educational setting that benefits all
learners,fostering culture of acceptance,diversity,and equal opportunities in Pakistan’s
mainstream schools.

5
 Chapter No.2

Literature Review

Several models of inclusive education exist,including full inclusion ,partial inclusion, and the
co-teaching model. Full inclusion involves placing all students in the same classroom with
necessary support services,while partial inclusion allows for some specialized instruction
outside the general learning room .The teaching model involves collaboration between general
education and special education teachers to create an inclusive learning environment (Friend
&Bursuck, 2018)
Mainstream classroom
A mainstream classroom is a general education setting where students of all abilities are
taught together, following a standard curriculum. It typically includes students without
disabilities and may also include students with mild to moderate disabilities who can
participate in regular instruction with or without additional support
According to (Rasoli.el.at.,2024) student with special needs faces a lot of social stigma which
badly impact on their psychological well being . Awareness campaigns can play important
role in reduction of social stigma .These awareness campaigns should be held in schools to
educate community of school about challenges
According to (Ishtarel at,.2022) ,In Pakistan teachers are not fully trained and unaware of the
needs of special student that’s why mostly teachers face a lot of challenges in handling
special student .So it is necessary the awareness programs and workshops should be
conducted for teacher professional development
According to (Yunusel at,.2024) behavior of teachers and parents can significant impact on
student with special needs and their education .So teachers and parents should behave with
disable student with empathy
According to( Hazeef,.2019)Financial constraints are frequently cited in the literature, There is
also a significant shortage of trained professionals, including special educators, therapists, and
counselors.
Ainscow (2020) defines inclusive education as an ongoing process aimed at fostering an
equitable learning environment where every student feels valued and supported. It is based on
the principles of social justice, equality, and human rights, ensuring that students with

6
disabilities receive the same opportunities for learning and growth as their peers. Florian and
Spratt emphasize that inclusion is not just about placing students with disabilities in
regular classrooms but also about modifying teaching methods, curricula, and
assessments to meet the needs of diverse learners.
Insclusive Education In Pakistan

Inclusive education in Pakistan refers to the provision of quality education to all students,
regardless of their abilities, disabilities, or backgrounds, within mainstream schools. It involves
creating a supportive and accepting environment that values diversity, promotes equal access to
resources and opportunities, and fosters social inclusion and participation.

Inclusive education is a process of teaching and learning that values diversity, promotes equal
opportunities, and supports the participation of all students, regardless of their
abilities,disabilities,language,culture, or socioeconomic background, in a safe, supportive, and
inclusive learning environment(Raof et al.,2023)
Inclusive education in Pakistan is still in its developmental phase, with significant challenges
that need urgent attention. While global models provide successful frameworks, Pakistan
requires a tailored approach that addresses policy gaps, enhances teacher training, and fosters
societal awareness. Only through sustained efforts and government intervention can Pakistan
achieve true inclusive education.

SPECIAL EDUCATION IN KPK (KHYBER PAKHTUN KHAWA)

Special education in Khyber Pakhtunkhwa (KPK), Pakistan, has made significant progress in
recent years. The government has established institutions, implemented policies, and provided
services to support students with disabilities. However, challenges persist, including limited
resources, social stigma, and accessibility barriers.The Social Welfare Department in Khyber
Pakhtunkhwa plays a vital role in providing academic and vocational training to individuals
with disabilities. The department offers various schemes catering to different segments of the
population, including genders, beggars, orphans, needy women, and individuals with disabilities
Policies of Pakistan
Inclusive education in Pakistan has seen progress through policy reforms, teacher training,
assistive technology, IEPs, and community involvement. However, challenges such as
inadequate training, lack of resources, and implementation gaps persist. Strengthening these

7
best practices and addressing barriers will be crucial in achieving truly inclusive education in
mainstream classrooms.
Importance of inclusive education
Inclusive education is a fundamental approach that ensures all students, regardless of their
abilities or disabilities, have equal access to quality education in mainstream classrooms.
This approach promotes diversity, equity, and participation, leading to numerous social,
academic, and economic benefits (Ainscow, 2020). Inclusive education fosters a sense of
belonging among students with special needs, reducing discrimination and promoting respect
for diversity in schools and society

From a social perspective, inclusive education helps break stereotypes and stigmas associated
with disabilities. It allows students to interact with diverse peers, fostering empathy, tolerance,
and social cohesion (Slee, 2018). Students without disabilities gain a better understanding of
challenges faced by their peers and develop stronger social skills through collaboration and
shared learning experiences (Sharma et al., 2017).

Furthermore, inclusive education aligns with international frameworks such as the United
Nations Convention on the Rights of Persons with Disabilities (UNCRPD), which emphasizes
the right of every child to education without discrimination (United Nations, 2006). Countries
that embrace inclusive education policies witness long-term economic benefits, as inclusive
practices contribute to a more skilled and diverse workforce (OECD, 2019).
Inclusive education is essential for creating equitable learning environment that benefit all
students. It promotes social harmony, enhances academic outcomes, and supports economic
growth by ensuring that every child has access to quality education, regardless of their abilities
Inclusive education refers to an educational approach that ensures all students, regardless of
their abilities, backgrounds, or disabilities, have access to quality education in a mainstream
setting. According to UNESCO (2009), inclusive education is a process that involves
addressing and responding to the diverse needs of all learners by increasing participation and
reducing exclusion within the education system. This approach shifts the focus from segregating
students with special needs into separate institutions to integrating them into regular
classrooms with appropriate support and accommodations.
Inclusive education in Baluchistan
In Baluchistan, inclusive education, in its ideal form, means ensuring that all children,
regardless of their diverse abilities (including those with disabilities), backgrounds (ethnic,
linguistic, socioeconomic), gender, or any other characteristic, have the right to enroll and

8
meaningfully participate and learn in mainstream schools alongside their peers, within their
local communities.Inclusive education in Baluchistan strives to create a system where every
child, regardless of their differences and the unique challenges of the province, has an equal
opportunity to learn, grow, and participate fully in their education and community. It requires a
multi-faceted approach that addresses systemic barriers, builds capacity, promotes positive
attitudes, and ensures the provision of necessary resources and support.
Inclusive education in Gilgit Baltistan
In Gilgit-Baltistan (GB), inclusive education is defined as a system that aims to provide all
children, irrespective of their diverse abilities, backgrounds, or circumstances, with an equal
opportunity to access quality education within mainstream schools in their local communities.
Inclusive education in Sindh

In Sindh, inclusive education is defined as a rights-based approach ensuring that all children,
regardless of their diverse abilities, socio-economic backgrounds, gender, ethnicity, language,
or any other characteristic, have an equal right to enroll, participate, and learn in mainstream
schools alongside their peers within their local communities.

TABLE : DISABILITY POPULATION ACCOSS PAKISTAN

INDICATOR TOTAL RUBAN AREAS URBAN AREAS

MALE FEMALE MALE FEMALE

MALE FEMALE
DISABLE 4,088,899 3,359,675 2,583,031 2,152,364 1,505,868 1,207,311

BLIND 2,285,068 2,029,365 1,349,012 1,212,613 936,056 816,752

9
DEEF/MUTE 2,520,248 2,257,970 1,463,880 1,328,145 1,056,368 929,825

METAL 1,899,015 1,639,165 1,128,731 984,574 770,284 654,591

HEALTH

In summary,inclusive education is a trans formative approach that promotes equal learning

opportunities for all students .It requires schools to adopt flexible teaching methods,provide
adequate resources,and foster an inclusive culture that values diversity and supports every
learner’s unique needs.
Principles of Inclusive Education
 · Inclusive education ensures equitable learning opportunities and access to education for
all students, including those with disabilities or special needs.
 · It values the unique contributions of all students and aims to create a learning
environment where diverse groups can learn and grow together.
 · Key principles include equality, diversity, collaboration, partnership, access, participation,
empowerment, and autonomy
Benefits
 For Students with Disabilities: Research consistently shows that inclusive settings lead to
better social and academic outcomes, including improved reading and math skills, higher
attendance rates, fewer behavioral problems, and increased likelihood of completing secondary
school and pursuing post-secondary education and employment. They also develop stronger
social skills, peer relationships, and self-advocacy skills.
 For Students Without Disabilities: Inclusion fosters greater acceptance and understanding
of individual differences, promotes empathy, and prepares them for life in a diverse society.
Some studies even suggest potential positive or neutral effects on their academic achievement.
 For Teachers and Families: Inclusive education can lead to improved teacher-student
relationships, increased job satisfaction for teachers, and a greater sense of community and
belonging for families.

10
2.4 Global Perspective vs. Pakistan's Perspective on Special education

Special education has gained global importance that ensure every disable student has equal
right to get information .While many developed nations have made significant progress in
integrating special student into mainstream classrooms, developing countries,including
Pakistan,still face numerous challenges in achieving fully inclusive education.

2.5 Global Perspective on Special Education and Inclusive education

Internationally, special education is considered as human rights-based approach for

disable person and ensuring that students with disabilities receive equal education in
mainstream classroom.Several developed nations have successfully implemented inclusive
education models:

1. U.S.A :Schools provide Individualized Education Programs (IEPs) to highlight to specific

learning needs(Smith, 2017)

2. Uk :The Special education emphasizes an inclusive approach, requiring schools to

accommodate students with disabilities by providing adequate support and assistive
technologies
3.Finland:Known for its progressive education system, Finland integrates special needs
students into mainstream classrooms through flexible teaching methods and specialized teacher
training (Takala et al., 2019).
4. Australia: enforce equal access education promoting reasonable adjustments in
curriculum delivery and assessment methods(Forlin, 2018).
Globally,successful inclusive education practices depend on well-trained teachers, adaptive
curricula, supportive policies,and sufficient financial resources.However,desertification
advancements ,challenges remain, particularly in resource allocation,teacher training,and
societal attitudes toward disability.

2.6 Pakistan’s Perspective on Inclusive Education

11
 In contrast to global trends,inclusive education in Pakistan faces numerous
obstacles,including inadequate policies,lack of trained educators,and insufficient
infrastructure.Although Pakistan ratified the UNCRPD(2008)and introduced some legislative
measures, the implementation of inclusive education remains limited.

1. Policy Framework:Pakistan's National Education Policy(2009) acknowledges the

need for inclusive education but lacks effective strategies for implementation
(Farooq&Asim,2021)

2. Teacher Training: The absence of specialized training programs for teachers

hampers the combination of students with disabilities into mainstream classrooms(Malik
&Ajmal, 2019).
3.Societal Attitudes: Cultural stigma and misconceptions about disabilities create barriers
to inclusive education,discouraging parents from enrolling their children in mainstream
schools (Shah &Iqbal, 2020).
4..Infrastructure and Resources: Many public schools lack wheel chair
accessibility,assistive technology,and special education resources, making it difficult to
accommodate students with special needs(Ahmed,2022).
5. Limited Data and Research: It is a significant gap in empirical research on
inclusive education in Pakistan,making it difficult to develop evidence-based
policies(Khan &Raza, 2023).

2.7 Comparative Analysis

While developed countries have successfully implemented inclusive education models

through robust policies and resource allocation, Pakistan struggles with policy implementation
and societal barriers. The major differences include: not have ramps ,assistive technologies ,or
specialized instructional materials to support students with disabilities. This lack of resources
significantly hampers the learning process for students with disabilities ,making it difficult for
them to participate effectively.

2.8 Challenges Faced in Mainstream Classrooms

12
The purpose of inclusive education is that every learner has equal right to get information in
mainstream classrooms.However,challenges can hinder the effective implementation of
inclusive education in Pakistan. These challenges are multifaceted, encompassing
infrastructural,pedagogical,social, and policy-related barriers.The challenges faced in
mainstream classrooms highlight the need for systemic reforms to ensure effective inclusive
education in Pakistan. Addressing these issues requires a multi-stakeholder approach, involving
teachers, policymakers, parents, and the broader community. By investing in teacher
training,infrastructure, curriculum reform, and policy implementation, Pakistan can create an
inclusive learning environment where students with special needs can thrive.

1. Lack of Teacher Training and Preparedness :Lack of proper training for

teachers is a primary challenge .Many teachers in mainstream schools are not aware of skills
to cater to learner with special needs(Shah&Ahmed,2020).The absence of specialized training
programs results in teachers struggling to address diverse learning needs, leading to
ineffective classroom management and instruction
2. Large Class Sizes and Limited Individual Attention:
Classroom overcrowding is another significant sue in mainstream schools.With large student-
to-teacher ratios,providing individualized attention to students with special needs becomes
challenging(Farooq,2019). According to result, students with disabilities may not the support
they require,leading to poor academic performance and increased dropout rate
3. Negative Attitudes and Social Stigma Social stigma and negative attitudes towards
students with disabilities persist in many communities and schools. Many
teachers ,students,and even parents hold misconceptions about inclusive education, leading to
discrimination and marginalization of students with special needs
(Ali,Mustapha,&Jelas,2018).Such attitudes create an un welcoming environment, reducing the
confidence and participation of students with disabilities
6. Rigid Curriculum and Assessment Methods The traditional curriculum and standardized
assessment methods in mainstream schools often do not accommodate the learning needs of
students with special need .According to Rehman and Bano(2022) ,alack of flexibility in
curriculum design and assessment procedures makes it difficult for disable students to
succeed academically.It is a pressing need to develop differentiated instruction and alternative
assessment strategies to ensure equal learning opportunities
7. Lack of Policy Implementation and Government Support Although inclusive education
policies exist in Pakistan, their implementation remains weak due to insufficient funding and
lack of accountability (Naseer,2020).Schools often struggle to access government
13
 support,resulting in inadequate services and facilities for students with
disabilities.Strengthening policy enforcement and increasing financial investment in inclusive
education can help overcome these challenges.

Over the years, various solutions and best practices have emerged globally and in Pakistan to
promote inclusivity. These include policy reforms, teacher training, assistive
technologies,and individualized education plans (IEPs).This section explores existing solutions
and best practices supported by relevant literature.

Policy Reform sand Legal Frameworks

One of the fundamental steps towards inclusive education is the establishment of legal
frameworks and policies that promote the right of students with special needs into mainstream
schools.Countries like Pakistan have introduced policies and emphasize inclusive education
(UNESCO,2021). Similarly,the Salamanca Statement(1994),signed by over

Government of Punjab policies

In Pakistan, the Punjab Inclusive Education Project (PIEP) has been a notable initiative that
provides financial assistance and training programs to schools for better inclusion of children
with disabilities(Government of Punjab,2022). However, implementation gaps remain a
challenge

2. Teacher training and Professional development

Teacher preparedness is crucial for effective inclusive education.Many countries, including

Pakistan have introduced professional development programs focusing on special education
needs (SEN).Studies suggest that teachers with adequate training are more confident in
handling diverse classrooms(Sharma et al., 2018).

Best practices in teacher training include:

 training focusing on special education.

 Workshops&seminars that provide hands-on experience in dealing with students
with disabilities.
 Collaborative teaching approaches, where general and special education teachers
work together(Florian & Spratt,2013).
14
Inclusive education china

Inclusive education in China has evolved significantly, with increasing emphasis on integrating
students with disabilities into mainstream schools. The government has introduced various
policies and initiatives to promote this shift, though challenges in implementation persist.

Policy and Legal Framework:

 "Learning in Regular Classrooms" (LRC): Since the 1980s, China has promoted the
policy of "Suiban Jiudu," or "Learning in Regular Classrooms," as the primary approach
to inclusive education. This aims to ensure the right to education for children with
disabilities by integrating them into mainstream schools.
 Regulations and Guidelines: The Chinese government has released numerous
regulations and action plans concerning inclusive education. The "Regulations on
Education for Persons with Disabilities" (2017) and subsequent guidelines emphasize
prioritizing regular schooling for students with disabilities.
 "One Person, One Case" Policy: To ensure access to education for every child with
disabilities, the "one person, one case" policy has been implemented. This provides
individualized support and door-to-door assistance based on specific needs.
 Emphasis on Equality: Chinese law and policies emphasize the rights of students with
Special Educational Needs (SENs) to equality, learning, and a sense of belonging in all
education sectors.

Current Approaches:

 Mainstream Integration: The primary goal is to include students with disabilities in

regular classrooms alongside their non-disabled peers.
 Special Education Resource Rooms: Regular schools are increasingly establishing
special education resource rooms to provide support to students with disabilities and
their teachers.
 Special Education Schools: While the focus is on mainstreaming, special education
schools still exist and play a role in educating students with more significant disabilities
and providing expertise.
 "Inclusive Education Workshops": Some regions, like Shanghai, have established
"inclusive education workshops" in every school to create frameworks for action and
provide teacher training.

15
Challenges in Implementation:

Despite policy efforts, several challenges hinder the full realization of inclusive education in
China:

 Conceptual Understanding: There are varying understandings of inclusive education,

and the implementation sometimes focuses more on physical integration than on
creating truly inclusive learning environments.
 Teacher Preparedness: Many teachers lack adequate training and resources to
effectively teach students with diverse needs in mainstream classrooms.
 Resource Allocation: Uneven distribution of resources, particularly between urban and
rural areas, affects the quality of inclusive education.
 Accessibility: Inaccessible school infrastructure and a lack of appropriate assistive
technologies can limit the participation of students with disabilities.
 Societal Attitudes: Stigma and misconceptions about disability can create barriers to
social inclusion within schools and the wider community.
 Curriculum Adaptation: Adapting the curriculum to meet the diverse learning needs of
all students remains a challenge.
 Balancing Equity and Efficiency: The pressure of academic performance and
standardized testing can sometimes conflict with the principles of inclusive education.
 Collaboration: Effective collaboration between regular teachers, special education
teachers, support staff, and parents needs further strengthening.

Progress and Future Prospects:

 Increasing Enrollment: The number of students with disabilities enrolled in

mainstream schools has significantly increased.
 Government Commitment: The Chinese government continues to emphasize the
importance of inclusive education in its national education plans.
 Teacher Training Initiatives: Efforts are underway to enhance teacher professional
competence in inclusive education.
 Use of Technology: There is growing recognition of the potential of technology to
support inclusive learning.
 Research and Development: Ongoing research aims to understand and address the
challenges in implementing inclusive education effectively.

16
 China has made considerable strides in policy development and increasing the enrollment of
students with disabilities in mainstream education. However, significant work remains to
ensure that inclusive education is not just about physical presence but also about creating
truly accessible, supportive, and high-quality learning environments for all students.
Addressing teacher training, resource allocation, societal attitudes, and curriculum
adaptation are crucial for the continued progress of inclusive education in China.

Comparing the situation of inclusive education in China and Pakistan

Comparing the situation of inclusive education in China and Pakistan reveals distinct
approaches, policy frameworks, and levels of implementation. Here's a comparative overview:

Historical Development:

 China: The concept of "Learning in Regular Classrooms" (LRC) or "Suiban Jiudu" has
been the primary policy for inclusive education since the 1980s. This aimed at
integrating children with disabilities into mainstream schools from the outset, especially
in rural areas with limited resources for separate schooling.
 Pakistan: Efforts have historically focused on special education, with separate schools
being the dominant model. While the constitution guarantees education for all, the
implementation of inclusive education as a mainstream approach is a more recent and
evolving concept.

Policy and Legal Framework:

 China: Has a more established and comprehensive legal framework supporting inclusive
education, including the "Regulations on Education for Persons with Disabilities" (2017)
and the emphasis on the "one person, one case" policy for individualized support. The
government has clearly prioritized mainstreaming.
 Pakistan: While the constitution ensures the right to education, the specific legal and
policy framework for inclusive education is less developed and faces challenges in
consistent implementation across provinces. Provincial education acts often still lean
towards separate schooling systems for children with disabilities.

Conceptual Understanding:

17
  China: The primary approach is mainstream integration, although the understanding and
implementation can sometimes focus more on physical integration rather than fully
inclusive pedagogical practices and environmental adjustments.
 Pakistan: The understanding of inclusive education is still evolving, often equated with
extending education to children with disabilities, primarily within special education
settings. A comprehensive, universally applied definition is lacking in policy and
practice.

Current Approaches:

 China: Emphasizes the integration of students with disabilities into regular classrooms,
supported by the increasing establishment of special education resource rooms in
mainstream schools. Special education schools exist but are intended to cater to students
with more significant disabilities and provide expertise.
 Pakistan: Predominantly relies on separate special schools for children with disabilities.
Integration into mainstream classrooms is a nascent concept with limited systematic,
large-scale government initiatives.

Challenges in Implementation:

Both countries face challenges, but their nature and scale differ:

 China: Key challenges include varying conceptual understandings of inclusion, teacher

preparedness and training for diverse needs, uneven resource allocation (urban-rural
disparities), accessibility of infrastructure and assistive technologies, societal attitudes
and stigma, and curriculum adaptation.
 Pakistan: Faces more fundamental barriers, including deeply entrenched discriminatory
attitudes, severely limited accessible infrastructure, a significant lack of teacher training
in inclusive practices, insufficient financial support and resources, and a substantial gap
between policy and on-the-ground realities.

Teacher Training and Support:

 China: Efforts are underway to enhance teacher professional competence in inclusive

education, with initiatives like "inclusive education workshops" in some regions.
However, many teachers still report feeling inadequately prepared.

18
  Pakistan: A critical issue is the severe lack of adequately trained teachers in inclusive
education and adaptive teaching methodologies.

Resources and Infrastructure:

 China: While resource allocation is uneven, China generally has a more developed
infrastructure and a greater capacity for resource provision compared to Pakistan.
 Pakistan: Most schools lack basic resources, including accessible buildings, assistive
devices, and appropriate learning materials for students with disabilities. Financial
constraints are a major impediment.

Societal Attitudes:

 China: While striving for a more inclusive society, stigma and misconceptions about
disability can still pose barriers to social inclusion in schools and communities.
 Pakistan: Negative societal perceptions and the significant stigma associated with
disabilities are substantial obstacles to the widespread acceptance and implementation of
inclusive education.

Progress and Future Prospects:

 China: Has seen a significant increase in the enrollment of students with disabilities in
mainstream schools and continues to emphasize inclusive education in national plans.
Future efforts focus on improving the quality of inclusion and addressing existing
challenges.
 Pakistan: There is growing recognition of the importance of inclusive education,
aligning with international commitments like the SDGs. However, substantial systemic
reforms, resource allocation, and attitudinal shifts are necessary for significant progress

China has made more substantial progress in establishing a policy framework and increasing
the physical integration of students with disabilities in mainstream education compared to
Pakistan. While China faces challenges in ensuring the quality and full implementation of
inclusive practices, Pakistan is at an earlier stage with more fundamental barriers related to
societal attitudes, infrastructure, teacher training, and resource availability to overcome. Both
countries are working towards more inclusive education systems, but the scale of the
challenges and the maturity of their approaches differ significantly
19
Inclusive education In Srilanka

Inclusive education in Sri Lanka has evolved significantly, with the country embracing the
concept and implementing various measures to ensure that all children, including those with
disabilities, have access to education.

Historical Development:

 Early Integration Efforts: Sri Lanka initiated integrated education for children with
special educational needs in 1968. This led to the inclusion of these children in regular
schools from the 1960s to the 1990s.
 National Emphasis on Social Justice: The National Education Commission in 1992
highlighted the "establishment of a pervasive pattern of social justice" as a key national
aim of education, providing impetus for inclusive practices.
 Post-Salamanca Convention: The 1994 Salamanca Convention further encouraged the
adoption of inclusive education for children with special needs.
 Educational Reforms of 1997: These reforms supported the philosophy and practice of
inclusive education and included assessment procedures for all children entering the
formal education system.
 Special Education Units: The Ministry of Education introduced special units within
regular government schools in the late 1960s, which continue to be a common feature of
inclusive practices.
 National Institute of Education (NIE) Initiatives: Since 2000, the NIE, in
collaboration with the Ministry of Education, has provided short-term training programs
on inclusive education for regular teachers.

Current Approaches and Policies:

 Four Educational Options: Currently, children with disabilities in Sri Lanka can
access education through:

o Specialized schools.
o Special education units within regular schools.
o Inclusive regular education schools.
o Special resource centers attached to regular education schools.

20
  Policy Framework: Sri Lanka has ratified international conventions like the
Convention on the Rights of the Child (1991) and the Convention on the Rights of
Persons with Disabilities (2016), influencing its legislative framework.
 Key Legislation and Policies:
o Protection of the Rights of Persons with Disabilities Act No. 28 (1996): Laid the
foundation for non-discrimination in education and guaranteed compulsory and
free education.
o Compulsory Education Ordinance (1997): Aimed at ensuring education for all.
o National Policy on Disability for Sri Lanka (2003): Explicitly defined inclusive
education and promoted learner-centered teaching approaches.
o Framework of Action for Inclusive Education in Sri Lanka (2009).
o Draft National Policy on Inclusive Education (2009): Aims to create a positive
environment for all learners and provide equal access to quality education for
children with disabilities and special needs.
o Education Sector Development Plan (2018-2025): Articulates the government's
commitment to promote inclusive education.
o Inclusive Education Plan Sri Lanka (2019-2030).
 Master Plan for Inclusive Education: The Ministry of Education is developing a
Master Plan for Inclusive Education to ensure all children have access to quality
education without prejudice. This plan focuses on:

o Access and participation in education.

o Opportunities for quality education for all students.
o Strengthening inclusive practices in schools through capacity development.
o Creating an inclusive culture in the education system.

 Role of the Department of Inclusive Education (NIE): This department focuses on

adapting curricula for children with special needs, training teachers in special education,
sign language, and Braille, and offering counseling services.

Examples of Inclusive Practices:

 Dharmapala Vidyalaya and Teppanawa Kumara Maha Vidyalaya: These are

examples of inclusive schools where children with disabilities are admitted and
supported to integrate into regular classrooms through modified curricula and social
interaction opportunities.
21
  Community-based Rehabilitation Programmes: These nationwide programmes
identify children with disabilities early and direct them to pre-school education, with
community support providing necessary aids.
 Teacher Training Initiatives: Decentralized teacher training programmes aim to equip
teachers with the skills to work with children with disabilities in mainstream classrooms.

Challenges in Implementation:

Despite the progress and policy framework, Sri Lanka faces several challenges in fully
implementing inclusive education:

 Attitudinal Barriers: Negative societal views and attitudes of some teachers towards
disability and inclusion.
 Lack of Awareness: Insufficient understanding of inclusive education among the
society and even some educators.
 Inadequate Teacher Training: Many teachers lack the specialized training needed to
effectively teach students with diverse needs and implement inclusive strategies.
 Insufficient Resources: Limited financial and material resources, including assistive
devices and learning materials.
 Poor Infrastructure: Lack of accessible school buildings, transportation, and facilities
like inclusive toilets.
 Curriculum Adaptation: Difficulties in adapting the curriculum to meet the diverse
learning needs of all students.
 Social Stigma and Bullying: Children with disabilities may face social stigma and
bullying, hindering their participation and self-esteem.
 Coordination Issues: Lack of effective coordination between regular class teachers and
special education units.
 Heavy Workload: Teachers often face heavy workloads, making it challenging to
provide individualized support.
 Conceptual Clarity: Inconsistent understanding and use of terms like "inclusive
education" and "integration" among stakeholders.
 Gap Between Policy and Practice: Policies are not always effectively translated into
practice in schools.
 Marginalization of Special Needs Education Teachers: Special needs teachers can be
spatially and socially segregated within schools, leading to marginalization.

22
Future Directions and Opportunities:

 Focus on Teacher Training: Continued and enhanced training for all teachers on
inclusive education practices is crucial.
 Improving Infrastructure: Investing in accessible school environments is essential for
physical inclusion.
 Awareness Campaigns: Raising awareness among the public and within the education
system to foster positive attitudes towards inclusion.
 Strengthening Support Systems: Providing adequate support staff, resources, and
collaborative opportunities for teachers.
 Developing Individualized Education Programmes (IEPs): Implementing effective
systems for developing and monitoring IEPs to cater to individual student needs.
 Community Engagement: Encouraging greater involvement of parents, families, and
the community in supporting inclusive education.
 Leveraging Technology: Exploring the use of assistive technologies to enhance
learning for students with disabilities.
 Addressing Enrollment Disparities: Focusing on ensuring equitable access to
education for children with all types of disabilities.

Sri Lanka has demonstrated a commitment to inclusive education through policy

development and various initiatives. However, addressing the existing challenges in
implementation, particularly regarding teacher training, resources, and societal attitudes, is
crucial to realizing a truly inclusive education system where all children can learn and thrive
together

INCLUSIVE EDUCTION SITUATION COMPARE SRILANKA AND PAKISTAN

Comparing the situation of inclusive education in Sri Lanka and Pakistan reveals both
similarities in the challenges faced as developing nations and notable differences in their
historical progress, policy implementation, and current status. Here's a comparative overview:

Historical Development:

 Sri Lanka: Has a longer history of recognizing and implementing integrated education,
starting in 1968. The concept of inclusive education gained momentum after the
Salamanca Convention (1994), and the Educational Reforms of 1997 further supported

23
 it. Special education units within regular schools have been a common feature since the
late 1960s.
 Pakistan: Efforts towards inclusive education are more recent. While the constitution
guarantees education for all (Article 25A), the focus has historically been on special
education with the first disability-related law in 1981. The concept of inclusive
education is still evolving.

Policy and Legal Framework:

 Sri Lanka: Has a more established policy framework, including the Protection of the
Rights of Persons with Disabilities Act No. 28 (1996) guaranteeing free and compulsory
education, the National Policy on Disability for Sri Lanka (2003) explicitly defining
inclusive education, and ongoing development of a Master Plan for Inclusive Education
(2019-2030).
 Pakistan: While Article 25A of the constitution ensures the right to education, the
specific legal and policy framework for inclusive education is less developed and faces
implementation challenges. Provincial education acts often still emphasize separate
schooling systems for children with disabilities.

Conceptual Understanding:

 Sri Lanka: Has embraced the international understanding of inclusive education, aiming
to serve children with special educational needs within mainstream classrooms, although
challenges in full implementation persist.
 Pakistan: The definition of inclusive education is still evolving and often equated with
extending education to children with disabilities, primarily through special education
settings. A comprehensive and universally applied definition is lacking.

Current Approaches:

 Sri Lanka: Offers a multi-tiered system including specialized schools, special education
units within regular schools, inclusive regular education schools, and special resource
centers. There are examples of successful integration and curriculum modification in
some schools.
 Pakistan: Primarily relies on separate special schools. Integration into mainstream
classrooms is a budding concept with limited large-scale government initiatives.

24
Challenges in Implementation:

Both countries face significant challenges, including:

 Attitudinal Barriers: Negative societal views and resistance from some educators.
 Lack of Awareness: Insufficient understanding of inclusive education among
stakeholders.
 Inadequate Teacher Training: Teachers often lack the skills to support diverse
learners.
 Insufficient Resources: Limited funding, assistive devices, and learning materials.
 Poor Infrastructure: Inaccessible school buildings and facilities.
 Curriculum Adaptation: Difficulties in modifying the curriculum.
 Social Stigma and Bullying: Potential for negative social experiences for students with
disabilities.

However, there are also differences in the severity and specific nature of these challenges:

 Sri Lanka: While facing resource and training gaps, Sri Lanka benefits from a higher
literacy rate and a more established history of integration, potentially providing a
stronger foundation for advancing inclusive practices. Coordination between regular and
special education teachers is an identified area for improvement.
 Pakistan: Confronts more fundamental barriers, including deeply entrenched
discriminatory attitudes, more severe infrastructure limitations, and a greater lack of
specialized teacher training and financial support. The gap between policy and practice
appears wider.

Progress and Future Prospects:

 Sri Lanka: Is actively working on a Master Plan for Inclusive Education, focusing on
access, quality, capacity development, and creating an inclusive culture. The National
Institute of Education (NIE) plays a crucial role in curriculum adaptation and teacher
training.
 Pakistan: Is increasingly recognizing the importance of inclusive education, aligning
with SDGs and constitutional rights. However, significant systemic reforms, resource
allocation, and attitudinal shifts are crucial for meaningful progress. Community
engagement and leveraging technology are identified as opportunities.

25
Sri Lanka appears to be at a more advanced stage in its journey towards inclusive education
compared to Pakistan. It has a longer history of integrated education, a more comprehensive
policy framework, and a greater understanding of the principles of inclusion. While both nations
face considerable challenges in implementation, the depth and breadth of these challenges seem
more significant in Pakistan. Sri Lanka's ongoing efforts, particularly the development of a
national master plan, indicate a continued commitment to advancing inclusive education, while
Pakistan requires more fundamental systemic changes and resource investment to realize its
inclusive education goals.

INCLUSIVE EDUCTION SITUATION COMPARE JAPAN AND PAKISTAN

Comparing the situation of inclusive education in Japan and Pakistan reveals significant
differences in their historical development, current approaches, policy implementation, and the
challenges they face. Here's a comparative overview:

Historical Development:

 Japan: The journey towards inclusive education in Japan began with segregated special
schools in the late 19th century. Post-WWII saw the principle of equal opportunity, but
special schools remained dominant. A shift towards integration started in the 1970s,
with resource rooms appearing in regular schools in 1993. The landmark 2007 reform
legally implemented Special Needs Education (SNE) in regular classrooms. Ratification
of the CRPD in 2014 further pushed the agenda.
 Pakistan: Efforts towards inclusive education are more recent. The first disability-
related law was passed in 1981. The constitution guarantees education for all children
aged 5-16. However, the focus has largely been on special education, with the concept
of inclusive education still developing. The government recognizes several disability
categories and has primarily focused on establishing separate schools.

Conceptual Understanding:

 Japan: While Japan promotes an "Inclusive Education System," its interpretation differs
from the international understanding. Critics argue it still maintains a segregated
structure with special schools and special classes within regular schools. The
international definition emphasizes all students learning together in mainstream
classrooms.

26
  Pakistan: The definition of inclusive education is still evolving and primarily focuses
on extending education to children with disabilities through special education. There
isn't a comprehensive definition integrated into all laws and policies.

Policy and Legal Framework:

 Japan: Has a more established legal framework, including the amended School
Education Law (2007) mandating SNE and the ratification of the CRPD (2014). The
government has undertaken initiatives like the "Developing Inclusive Education System
(DIES)" model projects.
 Pakistan: While the constitution ensures the right to education and the country has
signed the SDGs, the legal and policy framework for inclusive education is less
developed and faces challenges in implementation. Some provincial education acts
mention the education of children with disabilities in separate schooling systems.

Current Approaches:

 Japan: Offers various educational settings, including special schools, special classes in
regular schools, and resource rooms. There's a push towards curriculum modification
and providing support within regular schools. Recent initiatives include "Diversified
Learning Schools" for students struggling in traditional settings and online learning
options.
 Pakistan: Primarily relies on separate special schools for children with disabilities. The
concept of integrating students with special needs into mainstream classrooms is still
budding. There are limited systematic large-scale government initiatives promoting full
inclusion in regular schools.

Challenges in Implementation:

 Japan: Faces challenges like differing interpretations of inclusive education, gaps

between policy and practice, insufficient resources and medical support in regular
schools, accessibility issues, unprepared teachers, potential for bullying, and meeting
diverse individual needs.
 Pakistan: Grapples with significant barriers, including discriminatory attitudes,
inaccessible schools, lack of awareness, biased curricula, inadequate support systems,
insufficient financial support, absence of teacher training in inclusive practices, and a
significant gap between policy and ground realities.
27
Teacher Training and Support:

 Japan: Has mandated the appointment of SNE coordinators and support staff in schools.
However, many teachers still report feeling unprepared to effectively support diverse
learners.
 Pakistan: A major issue is the lack of adequate teacher training in inclusive education
and adaptive teaching techniques.

Resources and Infrastructure:

 Japan: While facing resource challenges, Japan generally has a more developed
infrastructure and support systems compared to Pakistan.
 Pakistan: Most schools lack essential resources like accessible buildings, assistive tools,
and appropriate learning materials for students with disabilities. Financial constraints are
a significant barrier.

Societal Attitudes:

 Japan: Strives towards a "convivial society" that respects and supports individuals with
disabilities. However, challenges related to social integration and potential bullying
persist.
 Pakistan: Negative societal perceptions and stigma associated with disabilities are
significant obstacles to inclusive education.

Progress and Future Prospects:

 Japan: Continues to evolve its "Inclusive Education System" with initiatives focusing on
personalized learning, flexible environments, and teacher training. The National Institute
of Special Needs Education (NISE) plays a key role in research and support.
 Pakistan: There is increasing recognition of the importance of inclusive education, as
reflected in policy documents and the commitment to SDGs. However, significant
systemic changes, resource allocation, and attitudinal shifts are needed for substantial
progress.

In summary: Japan has a longer history and a more established policy framework for inclusive
education compared to Pakistan. While Japan faces challenges in fully realizing its vision of
inclusion and aligning with international standards, Pakistan is at an earlier stage of

28
development with more fundamental barriers to overcome, including societal attitudes,
infrastructure limitations, and a lack of adequate teacher training and resources. Both countries
are working towards more inclusive systems, but the scale of the challenges and the pace of
progress differ significantly.

Inclusive education in Japan

Inclusive education in Japan has undergone significant changes throughout history, reflecting a
global movement towards recognizing the rights of individuals with disabilities to learn
alongside their non-disabled peers. However, the concept and implementation of inclusive
education in Japan present a nuanced picture with both progress and persistent challenges.

Historical Overview:

 Early Stages (Late 19th - Early 20th Century): The history of special education in
Japan began in 1878 with the establishment of the first school for the deaf and blind.
This marked the start of specialized institutions catering to specific disabilities, laying
the groundwork for a segregated system. By 1910, the Tokyo Blind School was
established by Imperial Ordinance. Teacher training for blind and deaf education was
also initiated in 1909. These early developments, while providing necessary education,
primarily focused on separating students with disabilities from mainstream education.
 Post-World War II (1947 onwards): The Fundamental Law of Education (1947) in post-
war Japan laid the principle of equal opportunity in education. The School Education
Law designated special schools for the blind, deaf, and disabled. The Act on Special
Measures for the Arrangement of Public Disabled Schools (1956) aimed to make
education compulsory for children in these schools.
 Shift Towards Integration (1970s - 2007): The 1970s saw the rise of movements
advocating against the segregation of individuals with disabilities, influencing the
education sector. In 1974, the Tokyo Metropolitan Government decided to
accommodate all children with disabilities applying to special schools. The national
government followed suit in 1979 by making special schools for disabled children
compulsory by law. Resource rooms in regular schools were established in 1993 to
provide support for students with milder disabilities. A significant step towards inclusive
education was the partial amendment of the School Education Law in 2007, which
legally implemented Special Needs Education (SNE) in regular classrooms. This reform
also focused on students with Learning Disabilities (LD), Attention Deficit

29
 Hyperactivity Disorder (ADHD), and High Functioning Autism (HFA). The 2007 SNE
reform mandated the appointment of SNE coordinators in schools and the employment
of support staff.
 Ratification of CRPD (2007 - Present): Japan signed the United Nations Convention
on the Rights of Persons with Disabilities (CRPD) in 2007 and ratified it in 2014. This
commitment has further propelled the movement towards inclusive education. The
concept of an "inclusive education system" as defined internationally emphasizes the
right of all students to learn and participate fully in the same learning environment, with
necessary adaptations and support. The Japanese government has promoted its version
of the "Inclusive Education System," which some critics argue still maintains a
segregated structure. Since 2013, the Ministry of Education, Culture, Sports, Science
and Technology (MEXT) has been undertaking model projects like the "Developing
Inclusive Education System (DIES)" to consolidate practices for providing reasonable
accommodations and promote collaborative learning.

Current Situation and Challenges:

Despite the progress, Japan faces several challenges in fully realizing inclusive education:

 Conceptual Differences: There are differing interpretations of "inclusive education."

The international understanding emphasizes all children learning together in mainstream
classrooms, while the Japanese government's approach, the "Inclusive Education
System," is viewed by some as maintaining segregation through special schools and
special classes within regular schools.
 Implementation Gaps: A significant disconnect exists between inclusive education
policies and their actual implementation in schools. Many teachers report feeling
unprepared to effectively support students with diverse needs in regular classrooms.
 Resource and Support Systems: Concerns remain about insufficient resources and
support for inclusive education, including a lack of adequate medical support within
general school settings. The UN Committee on the Rights of Persons with Disabilities
has noted that Japan's efforts to provide quality education in inclusive settings with
reasonable accommodations are insufficient.
 Accessibility and Environment: Physical inaccessibility of school environments and
challenges in social interactions are reported as barriers to inclusion.

30
  Teacher Training and Attitudes: Some teachers feel unprepared to work with students
with disabilities, highlighting the need for improved teacher preparation and training in
inclusive pedagogical strategies.
 Bullying: There are concerns about the potential for bullying of children with
disabilities by their non-disabled peers in regular schools, emphasizing the need for
strategies to combat this risk.
 Individual Needs and Accommodations: Meeting the diverse individual needs of
students with disabilities and providing reasonable accommodations remain significant
challenges. Rigid procedural requirements for accommodations can also hinder their
provision.
 Enrollment Disparities: Data suggests disparities in school enrollment for children
with different types of disabilities. For instance, children with intellectual disabilities are
less likely to enroll and remain in school compared to their non-disabled peers.

Recent Initiatives and Future Prospects:

 COCOLO Plan: In March 2023, MEXT introduced the Measures Against School
Refusal to Ensure Learning Without Leaving Anyone Behind (COCOLO Plan). This
aims to create a comprehensive system involving schools, communities, families, and
alternative educational settings to support students facing challenges in attending
traditional schools.
 Diversified Learning Schools: These schools are being established to offer flexible and
supportive learning environments for students who struggle in traditional settings, while
still providing graduation qualifications equivalent to regular schools.
 Online Learning: MEXT has introduced a system to provide credits through online
classes for high school students who find it difficult to attend regular schools.
 Diversity-Conscious Uniforms: Growing awareness of gender diversity is leading to
more flexible options in school uniforms, allowing students to choose what they feel
most comfortable wearing.
 Ho-Me-I-Ku Method: There is a push to integrate the "Ho-Me-I-Ku" (Praise Education)
method, which emphasizes positive reinforcement and a growth mindset, to foster
inclusive and holistic learning environments.
 National Institute of Special Needs Education (NISE): NISE plays a crucial role in
supporting the development of inclusive education through research, information
dissemination, teacher training, and collaboration with local governments and

31
 international organizations. They also operate the "Database for Supporting
Development of Inclusive Education System (Inclu-DB)," which provides case
examples and information on creating supportive environments and reasonable
accommodations.

while Japan has made strides in recognizing the importance of inclusive education and has
implemented various reforms, significant challenges remain in fully aligning its system with
international standards and ensuring equitable and quality education for all students with
disabilities. Ongoing efforts and a deeper understanding of inclusive principles are crucial for
fostering a truly inclusive society

32
 Chapter 3
Methodology

3.1 Research Design

This study follows a quantitative research to systematically investigate the

challenges and solutions in inclusive education. A detail survey is utilized,
which allows for the collection of numerical data from a large sample to
identify patterns, relationships, and trends related to the implementation of
special education in main stream schools in Multan.

3.2 Population

This study targets the following population:

Teachers from
Govt. Junior Model School Multan
Govt. Boys Elementary School No 1 Multan

School administrators and special education coordinators were involved in

inclusive education programs.

A systematic sampling technique was used to ensure that the sample is

representative of two schools in Multan. The estimated sample size is
(mention sample size, .,30 teacher sand administrators from Govt. Junior
Model School &Govt. Boys Elementary School No 1 Multan)to ensure
statistical validity.

3.3 Data Collection Methods

To collect primary data, the study was use:

33
 Survey Questionnaire: A structured and unstructured questionnaire was

designed to gather responses from teachers and administrators. The

questionnaire will consist
o Demographic Information(age, gender, experience,
qualification).
o Challenges in Inclusive Education(Likertscale questions on classroom
management, resource availability, teacher training, etc.).

The questionnaire was distributed online (Google Forms, emails)and in- person to ensure
maximum participation.

3.4 Research instruments

The data was analyzed using:

 SPSS for inferential statistics, including:

o Mean, standard deviation, and frequency distribution.

 t-tests, ANOVA,or regression analysis (if applicable) to identify significant

factors affecting inclusive education.
 Microsoft Excel for initial data cleaning, visualization, and tabulation of responses.

3.5 Ethical Considerations

Informed Consent: All the member who participate in this survey were informed about the
purpose of survey
Confidentiality: Personal information was kept confidential, and responses was
anonymize.
Ethical Approval:The study was adhere to ethical guidelines set by

(mention university or relevant ethical board).

o Possible Solutions andRecommendations(Likert scale and open-ended

responses
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on policy improvements, teacher support, infrastructure, etc.).

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 Chapter 4

Analysis of Collected Data

This section presents the analysis of the collected data from teachers and school administrators
regarding the problems and solutions in mainstream classrooms in Multan. This data was
analyzed using SPSS and Microsoft Excel, utilizing descriptive and inferential statistical
techniques.

1.1 Demographic Profile respondents

The survey was conducted among teachers and administrators from Govt. Junior Model
School &Govt. Boys Elementary School No 1 Multan
Below are a summary of the key demographics:

Variable Percentage (%)

Teachers with Inclusive Education Training 35%

Teachers without Inclusive Education Training 65%

Schools with Special Education Support 40%

Schools Without Special Facilities 60%

Schools Implementing Inclusive Education Policies 42%

Schools Lacking Inclusive PolicyImplementation 58%

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 Figure 1 illustrates the proportion of teachers who have received inclusive education
training.

1.2 KeyFindingsfromData Analysis

 Teacher Training:A significant number of teachers(65%)reported no prior formal

training in inclusive education.
 School Infrastructure:About 60% of schools lack adequate resources, such as
ramps,assistive devices, and learning materials for students with disabilities.
 Policy Implementation:While government policies support inclusive education,
only42% of schools have successfully implemented them, with funding and
monitoring being major concerns.

2. Identified Challenges

2.1 Lack of Teacher Training

 Most teachers expressed difficulty in managing special student due to inadequate

training.
 Lack of knowledge in differentiated instruction techniques and
assistive technologies.
 Schools have limited access to professional development programs.

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2.2 Inadequate Infrastructure and Resources

 Schools lack wheelchair accessibility, resource rooms, and specialized learning

materials.
 Overcrowded classroomspreventindividualized instruction.
 Teachers reported difficulty in integrating special student
due to lack of supporting tools.

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2.3 Policy and Implementation Gaps

 Government policies for inclusive education exist, but execution remains

weak.
 Schools face funding shortages for necessary accommodations.
 Lack of regular monitoring and evaluation.

Figure4: Line graph comparing schools following inclusive policiesvs. those lacking
implementation)

3. Suggested Solutions Based on Data

Identified Challenge Suggested Solution

LackofTeacher Implement regular workshops and certification programs

Training in special education.

Inadequate Schools should be equipped with ramps, assistive

Infrastructure devices, and specialized learning materials.

WeakPolicy Government should provide additional funding, strict

Implementation monitoring, and policy enforcement.

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3.1 Improving TeacherTraining

 Regular capacity-building workshops for teachers on inclusive practices.

 Collaboration with universities to provide specialized training in inclusive
education.
 On-the-job training and mentor ship programs.

Figure5: Diagram showing a model for teacher training programs)

3.2 Enhancing Infrastructure andClassroomSupport

 Schools should be provided with assistive devices such as Braille books, speech-to-
text software, and hearing aids.
 Small class sizes should be maintained for better inclusion.
 Government and NGOs should collaborate to improve physical
infrastructure.

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Figure6: Image representation of an inclusive classroom setup)

3.3 Strengthening Policy Implementation

 Government agencies should conduct regular monitoring and evaluation of

inclusive education programs.
 Allocate dedicated funds for special education needs.
 Encourage community and parental involvement in policy making.

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Figure7: Flowchart depicting the process of policy implementation and monitoring)

The findings of this study highlight insufficient teacher training, lack of infrastructure, and
weak policy implementation as key challenges to inclusive education in Pakistan. To
ensure effective inclusion of students with special needs,structured teacher training
programs, improved school facilities, and strict policy enforcement are necessary. By
addressing these issues, Pakistan can work towards more inclusive and accessible
education system.

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Figure8: Summary diagramshowingchallengesandtheircorrespondingsolutions in
inclusive education)

Suggested Solutions Based on Data

The analysis highlighted several potential solutions to address these challenges:

1. Comprehensive Teacher Training Programs

o Regular workshops on special education techniques and classroom
management strategies should be made mandatory.
o Government and NGOs should collaborate to provide certifications in
inclusive teaching.
2. Improved Infrastructure and Accessibility
o Schools should receive funding to upgrade facilities,ensuring
accessibility for students with disabilities.

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 o Technologies such as speech-to-text software and visual aids should be
incorporated into classrooms.
3. Policy Enhancements and Stronger Implementation
o A structured monitoring mechanism should be established to ensure
effective implementation of inclusive education policies.
o Increased budget allocation for inclusive education in public schools
should be prioritized.

The findings indicate that while there is a growing awareness about inclusive education in
Pakistan,significant gaps remain in training,infrastructure,and policy
implementation.Addressing these issues through structured interventions maybe enhance the
effectiveness of special education and create a more effective learning environment for
students with special needs.

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 Chapter 5

Conclusion and Recommendations

Conclusion

The study aimed to analyze the problems and solutions in mainstream classrooms in
Pakistan.Using SPSS and ANOVA for data analysis, significant findings emerged regarding
teacher preparedness,infrastructure limitations,and policy gaps.The results indicate that while
inclusive education is gaining recognition,several critical challenges hinder its effective
implementation. Lack of teacher training,inadequate infrastructure, and weak policy execution
are the most pressing issues.

The statistical analysis confirmed that differences in resources and training levels
significantly impact the success of inclusive education.Schools with better-equipped
facilitiesandtrainedteachersreportedamorepositive experience in handling students with special
needs.Based on these findings, targeted interventions are necessary to bridge these gaps and
improve inclusive education practices.

Recommendations

To address the identified challenges,a multi-stakeholder approach involving policymakers,

educators, and institutions is essential. The following recommendations are proposed:

1. Recommendations for PolicyMakers

 Formulation and Implementation of Inclusive Education Policies:

o Develop wide policy frame work to standardize inclusive education practices
across all schools.

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 o Ensure strict monitoring and evaluation mechanisms to assess policy
effectiveness.
 Increased Budget Allocation:
o Allocate sufficient funding for inclusive education,especially in public schools,
for the improvement of infrastructure
o Offer financial incentives to schools that actively implement inclusive
education programs.
 Legislation and Enforcement:
o Enforce laws mandating inclusive education to ensure compliance from all
educational institutions.

2. Recommendations for Teachers

 Comprehensive Training Programs:

o Conduct mandatory workshops on special education techniques, classroom
management, and assistive technology integration.
o Encourage professional development through certifications and specialized
training courses in inclusive teaching.
 Adoption of Student-Centered Teaching Strategies:
o Implement differentiated instruction and personalized learning plans to cater to
diverse student needs.
o Use assistive innovations, visual aids, and interactive learning methods to
enhance accessibility.
 Collaborative Teaching Approaches:
o Foster teamwork between mainstream teachers and special educators for
effective classroom management.

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 o Engage parents and therapists in the learning process to provide holistic help
for disable learners

3. Recommendations for Educational Institutions

 Infrastructure Development:
o Ensure that all schools are equipped with accessible facilities, including
ramps,elevators, and sensory-friendly classrooms.

 Inclusion of Special Education in Curriculum Planning:

o Introduce special education courses in teacher training programs at universities.
o Develop inclusive curriculum materials that accommodate students with
diverse learning needs.
 School-Wide AwarenessPrograms:
o Conduct sensitization sessions for students and staff to promote an inclusive
and supportive learning environment.
o Organizepeermentorshipprogramstoencourageinteractionand accept an among
students.

Future Research Directions

This study provides a foundation for understanding the challenges and solutions in inclusive
education,but further research is required to explore additional aspects:

1. Longitudinal Studies on Inclusive Education Implementation:

o Conduct long-term studies to assess the impact of inclusive education policies
and interventions over time.
2. Comparative Analysis of Public vs. Private Schools:

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 o Investigate the differences in inclusive education implementation between
public and private educational institutions.
3. Effectiveness of Assistive Technologies:
o Explore the impact of various assistive technologies disable student learning
process
4. Parental and Community Involvement in Inclusive Education:
o Examine the role of parents and community support in fostering an inclusive
educational environment.
5. Mental Health and Social Inclusion:
o Study the psychological and social well-being of students with special needs
in mainstream classrooms.

Final Thoughts

Inclusive education is a fundamental right and a necessary step toward an equitable society.
The findings of this research highlight the urgent need for comprehensive policy
reforms,teacher training,and infrastructural improvements. By implementing thesuggested
recommendations, policymakers, teachers , and institutions can
supportiveeducationalenvironmentforallstudents,ensuringthatnochildis left behind

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