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Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol
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10, 2016

www
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org

Footstep towards Inclusive Education
Faiza Abbas*
University of Management and Technology Lahore
AneekaZafar
Tayyaba Naz
Allama Iqbal Open University Islamabad
Abstract
Inclusive education is a rising trend in the world
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This study focused to investigate the general education teachers of
primary and secondary level awareness about the special education and inclusive education
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Closed ended questionnaire developed for collecting data
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Teacher’s
awareness level unfortunately not good particularly primary rural areas school teachers
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While,senior age group (51-55) have poor knowledge about special education (40%) and
inclusive education (2%)
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Awareness level was escalating with education
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Introduction
The teachers should add the different teaching strategies for the individual needs of special children
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Teachers
should adapt the curriculum according the special children needs and abilities and use the instructional strategies
according to the needs of special child abilities and interests [3]
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The teachers who have the enough knowledge about disabilities and inclusive education
show the positive attitude and those who have not enough knowledge show difficulties and inability to handle
the special children in inclusive classroom [1]
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Without training placement of the special children in the normal classroom is forceful [3]
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He accentuates those teachers who are knowledgeable and have
training and background in handling children with special needs drew positive attitudes [5]
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He supports the idea of accommodation and adaptation for the diverse needs children in inclusive
classroom [4]
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It not only challenges the orthodox and traditional
segregated educational system which treats children on the basis of their ability, but also raises questions on
policy, political, social and economic processes which support this educational system[6]
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In spite of these educational and social benefits and economic viability of inclusive education,
problems have been noted in its implementation, the world over
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Whilst at microlevel these problems include school-infrastructural adjustment, inappropriate school leadership / management,
teacher’s professional training, in-effective curriculum adaptation / modification and special student’s
socialization issues [2]
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By 2009, which is half way to achieving the Dakar goals, at least 75 million primary school-aged children have
still never been to school with more than half of these living in countries affected by conflict
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The sixth larger population-wise country is haunted by myriad problems like tattered democratic institutions,
terrorism, political instability, corruption, very weak and flawed institutional structure and weak economic base
[7]
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7, No
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iiste
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Pakistan is far away from achieving 100% literacy rate or 100%
primary enrollment
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The issues of accessibility, parity/ equality of opportunities and quality haunt the current educational
system
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Most of the teacher feels that the disabled children in the normal class are the burden
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Teachers feel guilty, and frustration
due to the poor adaptation and accommodation in general classroom [1]
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2
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3
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1 Type of Research
The researcher used the descriptive research type
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Survey type method used for data collection
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2 Population of the Study
The primary and elementary schools from three districts Gujranwala, Gujrat and Hafizabad, were selected as
population of this study
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Table 1: population characteristics of the study area
Population
Districts
Urban
Rural
Th
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%
Th
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%
Gujranwala
1301
67
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35
Hafizabad
566
27
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75
Gujrat
57
27
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3
3
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Randomly select 10 teachers and head teachers from
every school
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4 Sample Size
300 teachers selected as sample size male and female teacher’s ratio is 60% and 40%, respectively
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5 Research Instrument
Researcher used the questionnaire for collecting the data about awareness of general education teacher’s
regarding special education and inclusion of special children in general classroom
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Questions were closed ended
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Part one of the questionnaire determines the demographic information of respondents (teachers)
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Part two determines the awareness level of teachers about the disabilities and their education
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Generally, questions are related to the teacher’s awareness regarding disability characteristics,
awareness about special education, and awareness regarding inclusive education and their feelings about special
and inclusive education
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g
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Researcher made three categories according to education level of teachers, Intermediate, Bachelor,
Masters and above degrees (with teaching diplomas)
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7, No
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iiste
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6 Validation of the research instrument
For the validation of the research instrument researcher get the experts opinion
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Reliability of instrument has cornbach alpha value is 0
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3
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Sample of the pilot study were the 50 teacher’s male and
female both
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3
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Researchers
got the permission from the district education officer for visit and data collection
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Personally gather the data through questionnaires
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Findings
Results of the study compact with the participant’s profile it illustrate that the female respondents are more than
the male respondents
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Most of the respondent teachers have
the bachelors’ degree with teaching professional diploma
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4
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The results depicted that as the awareness level in percent decreases with increase in age
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Figure 1 showed highest and lowest
awareness level of both education concepts (special and inclusive) in age groups 25-30 and 51-55 years,
respectively
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50

Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol
...
10, 2016

www
...
org

4
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Three categories divided by the
researcher regarding education levels Intermediate, Bachelors, Masters and above (with teaching diplomas)
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There is significance
difference of awareness level between the education of intermediate and bachelors (14%), intermediate and
mastersand above level (44%) while bachelors and mater and above (30%)
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3 Respondents Experience with special need students
Teachers from the general education set up
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100% teachers have not attended any training in special education for teaching special
children
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4 Teacher’s Awareness about Classroom Practices
Less than 25 percent respondents know the little information about the classroom practices about inclusive
classroom with special needs students
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Their inability to accommodate the
disabled students in mainstream classroom may such concerns like fear their normal students success rate may
effected
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4
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4
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Teachers said that their professional
knowledge not adequate for the teaching of special children
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Discussion
Researcher selects the rural areas primary and elementary schools teachers including male and female
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Higher the education increases the awareness level about the special education as well as
inclusive education
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There is significance
difference between the lower education level and the higher education level 26% and 70% respectively
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In some cases respondent even did not know about the education of disabled
children
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It’s surprising because our agenda
of inclusive education not completed without the awareness of special education and inclusive education concept
to the general education teachers especially rural primary school teachers
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Current study not focused on their attitude but
informal discussion about inclusive education with teachers they show their positive attitude towards inclusive
education
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Recommendations of the study
Some recommendations given below:
• Government should provide the in-service in-depth short courses to the teachers for the awareness and
practical knowledge about special education as well as inclusive education
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• General education teachers are the host in case of inclusive education so they should prepared to
welcome the special need student in their general classrooms for this purpose provide the quality
trainings regarding inclusive education
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7, No
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iiste
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Stakeholders regarding policy making and the implementation of the policies should insure that the all
teachers selected for schools have the skill to teach the diverse need students in the same set up
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7
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Pakistan is the signatory of Salamanca statement and promotes the inclusive education agenda
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Research findings showed that the
teachers age effect on the awareness level regarding special and inclusive education
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While, highest
qualified respondents responded strongly with comparison of lower once for the awareness of both concepts of
education
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Respondents
have poor knowledge about legislation of special and inclusive education
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Although the teachers’ education is play main role about the awareness of
inclusion
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For this purpose
awareness programs should be designed
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(2000)
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London: Futton
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et
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, (2001)
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Preventing school failure
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, Schumm, J
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, Jallad, B
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, &Samuell, L
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Teachers views of inclusion
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Van Laarhoven, T
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(2007)
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Journal of Teacher Education 58(5): 440-455
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(1996)
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Teacher Education and Special Education 19(1): 17-33
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and Bursuck, W
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(2002)
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Third Edition
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M
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‘Equality, Quality and Quantity’
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New Delhi: Government of India
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, & Timmons, V
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Making it work: Teacher Perceptive on inclusion
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13 (3), 273-286
Cook, B
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(2000)
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Exceptional Children

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