Abstract
Inclusive education offers opportunities for learners with diverse needs to benefit from the teachinglearning process in a barrier and threat-free environment. It leads not only towards the provision of
quality education services but also facilitates social inclusion. The purpose of this study was to explore
the perception of teachers regarding inclusive education as a lever to improve the quality of education at
the primary school level. This quantitative exploration based on a self-report survey was made by taking a
sample of 120 teachers from 30 inclusive primary schools of a metropolitan city Lahore of Pakistan
through a census technique. The instrument consisted of 69 items under seven factors regarding inclusive
education with a reliability coefficient α ꞊ 0.97. The data analysis revealed that teachers’ assessment,
learners' and learning environment's quality, parent and community attitudes, school facilities, and
instructional strategies are important factors in inclusive schools contributing towards the improvement of
quality education. However, the marginalized students’ factor seems the dominant factor affecting quality
education. A significant difference in the perception of teachers in terms of gender and experience
regarding inclusive education was also observed. On the basis of explored facts, it is suggested that
parents, teachers and communities should act proactively for the implementation of inclusive education.
The stakeholders should be provided awareness and training regarding inclusive schooling to address the
unique needs of learners.
Muhammad Shahid Farooq, Noreen Rafiq. (2019) Quality Improvement through Inclusive Education at Primary School Level, Journal of Research and Reflections in Education, Volume 13, Issue 1.
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