Abstract
The perceptions of primary school teachers towards inclusive
education was investigated in mainstream government schools of
Islamabad capital territory where inclusive education was being
supported by Sight savers and other international organizations. The
study was carried out involving 54 teachers in six randomly selected
primary schools. The sampled group comprised both, teachers trained
in inclusive education and teachers working in same schools, but
not trained in inclusive education. Purposive sampling method was
used to select the teachers. Structured questionnaire (Likert Scale)
and structured interview method was used for data collection. The
results of the study revealed that inclusive education is considered
to be a desirable practice. The teachers believed that all learners
regardless of their disabilities should be in regular classrooms andthey showed more favorable attitude towards children with mild
disabilities, but were not very optimistic about children with severe
disabilities. The study also recognized teachers’ capacity as an
essential component of inclusive education and recommends that
inclusive education should be a part of pre and in-service teacher
education.
Itfaq Khaliq Khan, ShujahatHaider Hashmi, Nabeela Khanum. (2018) Inclusive Education in Government Primary Schools: Teacher Perceptions , Journal of Education and Educational Development, volume 4, issue 4.1.
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