Problems faced by regular school teachers in implementing Punjab inclusive education project
| dc.contributor.author | Nadia Samad | |
| dc.date.accessioned | 2025-12-13T12:33:11Z | |
| dc.date.available | 2025-12-13T12:33:11Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | The topic of the research was ―Problems faced by regular school teachers in implementing Punjab inclusive education project. The research was descriptive in nature. The purpose of this study was to identify probable problems faced by general education teachers in implementing inclusive education and to see the effect of demographic on the perception of regular school teachers about the problems faced in implementing special education. On the basis of hypothetical framework which is comprised of variables i.e. inclusive environment (management support, parents involvement, monitoring mechanism), professional education (inclusive education, curriculum and educational planning, collaboration), environment accessibility (premises and infrastructure accessibility, and provision of assistive devices) and adaptation (environnemental adaptation, curriculum adaptation, educational adaptation and assessment adaptation). The instrument was five level rating scale (very low, low, moderate, high and very high), developed to collect the data. The respondents responded against the scale. The scale was validated from three experts in the field of Special education for content and construct validity. Pilot study showed the Cronbach‘s Alpha value of the instrument 0.95 which means that the instrument was reliable. The regular school teachers in Bahawalpur district who had received training of inclusive education under Punjab Inclusive Education Project were taken as a population of the study. For sampling 225 teachers were selected through convenient sampling. After data collection the responses were tabulated and analyzed with the help of SPSS. The result concluded that the major problems identified in teachers‘ perception were environment accessibility, lack of professional education, poor inclusive environment and lastly adaptation. The researchindicates that young regular school teachers and less experience teachers had better perceptions about the problems faced in implementing inclusive education. The teachers with high qualification had low perception about the problems faced in implementing inclusive education. It is a dire need to make building and infrastructure approachable to students with special needs which could be based on universal design of learning (UDL). Workshops to trained regular teachers should be conducted for implementation of inclusive education effectively and efficiently on frequent basis to share knowledge and skills and the school curriculum should incorporate the concept of inclusion. | |
| dc.identifier.uri | https://escholar.umt.edu.pk/handle/123456789/16217 | |
| dc.language.iso | en | |
| dc.publisher | UMT.Lahore | |
| dc.title | Problems faced by regular school teachers in implementing Punjab inclusive education project | |
| dc.type | Thesis |