Challenges of Inclusive Education at Elementary School Level in Islamabad

Abstract

This study examines the challenges of inclusive education at the elementary level in Islamabad. Inclusive education, which aims to integrate students with disabilities into mainstream classrooms, faces numerous challenges that hinder its effective execution. The primary goal of this study was to identify these challenges for the successful implementation of inclusive education. The participants of study were teachers, within five selected inclusive schools in Islamabad. The study was descriptive in nature. Quantitative study design was used. A census approach was utilized to include teachers (60) from the chosen schools, ensuring a thorough examination of their views and experiences. Data collection involved administering structured questionnaires. The questionnaire was tailored with 53 statements for teachers, using a 5-point Likert scale to measure degrees of agreement or disagreement. Reliability of the instruments was confirmed through Cronbach's alpha coefficients, which were 0.87, indicating high internal consistency. Quantitative data was analyzed using SPSS 16.0 software to compute frequencies and percentages. The study identified several key challenges affecting inclusive education, including inadequate infrastructure, insufficient instructional resources, and lack of proper teacher training. The findings underscore the urgent need for targeted interventions to address these barriers. Recommendations include improving teacher preparation, enhancing resource allocation, and developing robust support systems to foster an inclusive educational environment.