EXPLORING THE OUTCOMES OF TEACHER TRAINING PROGRAMS ON INCLUSIVE EDUCATION IN PUNJAB

Abstract

Teachers' training plays a vital role in improving inclusive practices. This study aims to assess the effectiveness of teacher training programs on inclusive education practices in Pakistan through a survey-based quantitative approach. Despite the growing emphasis on inclusive education, many teachers struggle to effectively implement inclusive practices due to a lack of proper training. This research has assessed the knowledge, attitudes, and practices of teachers before and after attending inclusive education training programs. Teachers of inclusive education schools were selected as the population of this study. A sample of 50 teachers from Ghazali Education Trust and Ameen Maktab schools for inclusive education was surveyed from urban and rural schools of inclusive education in the Punjab. A self-made instrument was designed to assess the perception of teachers on inclusion, e.g, adaptation in curriculum, instructional adaptations, inclusive classroom management, and lesson planning in inclusive education before and after attending training on inclusion. The study aims to provide valuable insights into the effectiveness of teacher training programs and highlight any challenges teachers face in implementing inclusive education practices. The findings will contribute to improving training programs and fostering better inclusive practices in Pakistani classrooms, benefiting both educators and students with diverse needs.