Embracing Inclusion: Private School Teachers' Perspective
Article Sidebar
Main Article Content
Abstract
Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies.
Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings.
Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU. The sample of 200 teachers was determined using a confidence level of 95% and a margin of error of 5%. Data were collected using the Attitudes Towards Mainstreaming Scale and analyzed using SPSS Version 25 to provide descriptive statistics, including frequencies and mean±SD values.
Results: Teachers generally regarded inclusive education as a favorable practice (mean 2.03±0.89), with a significant number expressing strong agreement to the inclusion of learners in regular classrooms. The acceptance varied based on the type of disability, with physical disabilities (mean 2.40±1.12 for wheelchair-bound learners) receiving more agreement than behavioral issues (mean 2.36±0.95 for learners who stutter).
Conclusion: Most private school teachers in Peshawar exhibit a supportive stance towards inclusive education. This positive attitude is crucial for fostering an inclusive environment that benefits all students.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Ewing DL, Monsen JJ, Kielblock S. Teachers’ attitudes towards inclusive education: a critical review of published questionnaires. Educ Psychol Pract. 2018 Apr;34(2):150-65.
Vinodrao SV. Benefits of inclusive education for students with intellectual disabled. Int J Educ Manage Stud. 2016 Jun;6(2):186.
Paseka A, Schwab S. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. Eur J Spec Needs Educ. 2020 Mar;35(2):254-72.
Saloviita T. Attitudes of teachers towards inclusive education in Finland. Scand J Educ Res. 2020 Feb;64(2):270-82.
Ahmad S, Reba A, Ahmad S. Comparison between the perceptions of primary school teachers towards inclusive education in Peshawar, Pakistan. J Soc Sci. 2020;48(3).
Qu X. A critical realist model of inclusive education for children with special educational needs and/or disabilities. Int J Incl Educ. 2022 Aug;26(10):1008-22.
Nilholm C. Research about inclusive education in 2020–How can we improve our theories in order to change practice? Eur J Spec Needs Educ. 2021 May;36(3):358-70.
Derzhavina VV, Nikitina AA, Makarov AL, Piralova OF, Korzhanova AA, Gruver NV, et al. Inclusive education importance and problems for students social integration. Propósitos y Representaciones. 2021;9(2):e12.
Moberg S, Muta E, Korenaga K, Kuorelahti M, Savolainen H. Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. Eur J Spec Needs Educ. 2020 Jan;35(1):100-14.
Van Mieghem A, Verschueren K, Petry K, Struyf E. An analysis of research on inclusive education: a systematic search and meta-review. Int J Incl Educ. 2020 May;24(6):675-89.
Ehsan M. Inclusive education in primary and secondary schools of Pakistan: Role of teachers. Am Sci Res J Eng Technol Sci (ASRJETS). 2018;40(1):40-61.
Khan IK, Hashmi S, Khanum N. Inclusive education in government primary schools: Teacher perceptions. J Educ Educ Dev. 2017 Jun;4(1):32-47.
Gul R. Disability Policies In Pakistan: The Way Forward. Pak J Appl Soc Sci. 2020;11(1):57-72.
Sonia Ijaz H. Pakistani teachers' attitudes towards inclusion of students with special educational needs.
Khan IK, Hashmi SH, Khanum N. Inclusive education in government primary schools: Teacher perceptions. J Educ Educ Dev. 2017;4(1):32-47.
ul Hassan MU, Parveen I, Un-Nisa R. Exploring teachers’ perspectives: Qualms and possibilities for inclusive classes in Pakistan. J Int Assoc Spec Educ. 2010;11(1):56-63.
Kuyini AB, Desai I, Sharma U. Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. Int J Incl Educ. 2020 Dec;24(14):1509-26.
Gilor O, Katz M. From normalisation to inclusion: effects on pre-service teachers’ willingness to teach in inclusive classes. Int J Incl Educ. 2021 Mar;25(4):466-81.
Mouchritsa M, Romero A, Garay U, Kazanopoulos S. Teachers’ attitudes towards inclusive education at Greek secondary education schools. Educ Sci. 2022 Jun;12(6):404.
Pappas MA, Papoutsi C, Drigas AS. Policies, practices, and attitudes toward inclusive education: The case of Greece. Soc Sci. 2018 Jun;7(6):90.
AlMahdi O, Bukamal H. Pre-service teachers’ attitudes toward inclusive education during their studies in Bahrain Teachers College. SAGE Open. 2019 Jul;9(3):2158244019865772.
Pit-ten Cate IM, Markova M, Krischler M, Krolak-Schwerdt S. Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into Learning Disabilities. 2018;15(1):49-63.
Dizdarevic A, Mujezinovic A, Memisevic H. COMPARISON OF TEACHERS’ATTITUDES TOWARDS INCLUSIVE EDUCATION IN BOSNIA AND HERZEGOVINA AND EUROPEAN UNION. Journal of special education and rehabilitation. 2017 Mar 1;18(1-2):92-108.