Muhammad Usman Zia2016-04-142016-04-142015https://escholar.umt.edu.pk/handle/123456789/1772Inclusive education has emerged as the only way forward to effective education for children with disabilities. It confronts the exclusionary practices and patterns of though with promote exclusion of children with disabilities across the globe. Worldwide efforts about education for all started back in 1948 when education was declared as a right for all human beings. Ultimately, those developments resulted in the international consensus about the education of children with disabilities in inclusive environments in 1994. Pakistanhas also been the part of those international movements and commitments which lead to inclusive education for children with disabilities. Ratifying the Salamanca Statement and Framework for the Action (1994), UNCRPD (2006) and her own National Policy for Persons with disabilities (2002) shows her commitment towards the inclusive education of children with disabilities. Many efforts are being carried out to implement the inclusive education in Pakistan. Unfortunately, Pakistanhas failed to implement inclusive education due to several resisting factors. Purpose of the current study is to find out those factors which are resisting implementation of inclusive education. The study is also intended to find out the intensity of those factors according to perceptions of the stake holders. The study identified the resisting factors including lack of awareness about inclusive education, inaccessibility to school, personal views, beliefs and abilities of the teachers about inclusive education and students with disabilities, social barriers to inclusive education, attitudes of the teachers towards inclusive education, efficiency of available resources & lack of required resources and teaching curriculum and instruction issues. The study found out the intensity of the above stated factors in the context of Pakistanon the basis of perceptions of teachers of Government High Schools of Punjab province of Pakistanand recommended the ways to cope up with those factors. The study indicated that lack of awareness about inclusive education (Mean=1.45) is the most intensive factor which is resisting implementation of inclusive education policy. The next highly intensive factor which is resisting implementation of inclusive education policy is inaccessibility to school (Mean=1.50). Personal views, beliefs and abilities of the teachers about inclusive education and students with disabilities is as same intensive factor (Mean=1.50) as inaccessibility to school which is resisting implementation of inclusive education. Social barriers to inclusive education are the third major factor (Mean=1.60) which is resisting implementation of inclusive education policy. Attitudes of the teachers towards inclusive education is the fourth most intensive barrier (Mean=1.65) which is resisting implementation of inclusive education policy. Efficiency of available resources & lack of required resources (Mean=1.69) and teaching curriculum and instruction issues (Mean=1.69) are the least intensive factors which are resisting implementation of inclusive education.MS ThesisInclusive educationEducation for children with disabilitiesFactors resisting implementation of inclusive educationThesis