Abstract
The study attempts to explore disability through the lens of teachers in the dynamics of
general classrooms. Using mixed method design and sample of 506 teachers for questionnaire
and 37 for interviews, the study presents multi-faceted challenges in unlocking the potential of
main stream sector in terms of support, cooperation, & collaboration that researchers coined
into the term “supporting pebbles”. Other backdrop factors i.e.; pedagogy, curriculum and
assessment have also sufficient impact on teachers’ lens in embracing disability. It is
concluded that to embrace disability, building teachers’ capacity in pedagogy and assessment
is mandatory irrespective of schools’ location and category, and teachers’ professional and
academic qualification that leads further to inclusion and equity in schools.
Muhammad Uzair-ul-Hassan, Iram Parveen. (2015) Embracing Disability through the Lens of Teachers in the Dynamics of General Classrooms, Journal of Elementary Education, Volume-25, Issue-2.
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