Teacher’s Perspectives: School Readiness for Inclusive Education in Abbottabad District

Authors

  • Sonia Fareed Khan Junior Special Education Teacher, Special Education Department, Lahore, Punjab, Pakistan
  • Kashif Iqbal Lecturer, Special Education Department, Lahore, Punjab, Pakistan
  • Ghazala Ishrat Lecturer, University of Management and Technology, Lahore, Punjab, Pakistan

DOI:

https://doi.org/10.47205/jdss.2022(3-III)32

Keywords:

Abbottabad, Inclusion, Inclusive Education, School-Readiness, Quality Indicators

Abstract

There has been a widespread international effort to build inclusive schools in recent decades. The ultimate aim is to find out the school readiness for inclusive education and inclusion practices in public and private schools in Abbottabad district by exploring the level of awareness and to analyze the attitude and teaching strategies that are being in practice for the children with special needs in a classroom. The researchers used a quantitative research design. For quantitative data collection, a questionnaire was adapted focused on eleven (11) quality education indicators for inclusion in the special education for disabled children (NJCIE, 2010). Population of the study was general education teachers working in public and private schools in the Abbottabad district. The researcher used convenient sampling to select the sample from the population. 200 participants were chosen as samples, 137 teachers were from the public sector, and 134 teachers were from the private sector. The data from the survey were analyzed using descriptive statistics. The frequency distribution of replies to each item in the questionnaire was used to examine the survey instrument.

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Published

30-09-2022

Details

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    PDF Downloads: 42

How to Cite

Fareed Khan, S., Iqbal, K., & Ishrat, G. (2022). Teacher’s Perspectives: School Readiness for Inclusive Education in Abbottabad District. Journal of Development and Social Sciences, 3(3), 328–341. https://doi.org/10.47205/jdss.2022(3-III)32