TEACHERS' CHALLENGES AND ADAPTIVE PRACTICES IN IMPLEMENTING INCLUSIVE EDUCATION: EVIDENCE FROM PUBLIC SCHOOLS IN SINDH, PAKISTAN

Abstract

With the evolution of the concept of inclusive education in order to provide equal opportunities for education to all students irrespective of their differences, there is no denying that the approach is becoming one of the most important trends in the field of education. Although there have been efforts from the policies’ side to incorporate inclusive practices in Pakistan, implementing inclusive education in Pakistani public schools poses some challenges. This research will focus on exploring the challenges teachers face during the implementation of inclusive education in Sindh public schools, Pakistan. The current research followed an empirical methodology involving the adoption of a mixed methods research design for analyzing teachers’ experiences and difficulties associated with implementing inclusive education in public school settings in Sindh province, Pakistan. In this context, a convergent parallel design was adopted whereby quantitative data as well as qualitative data were collected simultaneously, analyzed separately, and then merged to offer an in-depth analysis of the research question. Quantitative data were collected using a questionnaire survey tool targeting public school teachers, while qualitative data were obtained via semi-structured interviews conducted among selected respondents. The quantitative data analysis involved the use of statistical tools such as inferential statistics, while qualitative data were subject to content analysis. Results indicated that there were various challenges for teachers in practicing inclusive education. Some of the challenges reported by teachers included lack of professional training, lack of instructional materials for special needs students, overpopulation of classes, lack of administrative support, lack of parental participation, and lack of school facilities that could cater to the needs of the special education learners. Additionally, teachers faced problems of meeting the diverse learning needs of all the students because of a lack of skills and support from other professionals. Notwithstanding the presence of the above mentioned challenges, teachers used different strategies to cope with the issues. The coping strategies used by teachers included adopting different instructional methods, participating in peer consultation, pursuing professional development activities, implementing differentiation strategies, and communicating with parents and school administrators. The research adds to the existing literature base related to inclusive education in Pakistan with its findings on the experiences of public school teachers in Sindh. It presents the practical difficulties that the teachers encounter during the process of inclusive education along with their coping mechanisms which help them implement inclusive education effectively. The research provides an important contribution in the policymaking efforts of the stakeholders concerned with formulating measures that enhance the quality of inclusive education in the public education system of Sindh.