Severity of Factors Resisting Implementation of Inclusive Education: A Survey of Public-School Teachers’ Perceptions

Abstract

Given Pakistan's lagging progress in fulfilling its international commitments to educate children with disabilities, inclusive education emerges as the sole tenable solution. This study, employing a descriptive design and survey
methodology, delves into the perspectives of regular public-school teachers, recognized as key stakeholders in this pivotal transition. The findings reveal a constellation of interconnected factors impeding successful implementation: insufficient awareness and training among teachers, inaccessible school environments, entrenched social stigmas, negative attitudes, resource limitations, and inadequacies in inclusive curriculum and instruction. Addressing these challenges necessitates a multifaceted approach encompassing comprehensive awareness campaigns, infrastructural upgrades, targeted teacher training programs, strategic resource mobilization, and proactive community
engagement.