CHALLENGES FACED BY TEACHERS IN IMPLEMENTING INCLUSIVE EDUCATION: A CASE STUDY OF GOVERNMENT PRIMARY SCHOOL, CHANNA MOHALLA, LARKANA, PAKISTAN

Abstract

Inclusive education is a universally accepted method, geared towards providing equal educational opportunities to all students, including students with various learning requirements. Nevertheless, it is highly contingent on the readiness of teachers, the support of the institution, and resources. This paper explored the issues encountered by educators attempting to have inclusive education within Government Primary School, Channa Mohalla, Larkana, Pakistan. To examine the lived experiences, perceptions, and classroom practices of teachers, a qualitative research design that was based on phenomenology was utilized. A purposive sample of 10 to 15 primary school teachers who have experience in teaching diverse learners was chosen. Semi-structured interviews were used to collect data which was analyzed using thematic analysis. The results showed that teachers had little conceptual knowledge about inclusive education, although they were familiar with the overall intent. One of the problems that were cited was the absence of professional training resulting in teachers being unprepared to meet the diverse learning needs. Another issue that participants noted was a dire lack of teaching and learning materials, especially assistive technologies and support materials in the classroom. The congested classes also limited the capacity of teachers to offer personalized attention and management of the classroom became more challenging in heterogeneous learning settings. Moreover, a lack of administrative support and parental awareness was also identified as a barrier to effective inclusive practices. All of these interrelated issues had an impact on the quality of the inclusive education within the examined context. The research finds that although teachers are ready to apply inclusive education, systemic factors like lack of training, resources, large classes, and poor institutional support and community support are major obstacles to its success. The results indicate the essentiality of specific teacher training courses, better resource distribution, enhanced school administration assistance, and community awareness campaigns to encourage successful inclusive education in primary schools.