Exploring the Factors and Concerns of Teachers Readiness for Inclusive Education in Pakistan: A Qualitative Study

Abstract

The purpose of this research was to investigate the readiness of teachers toward inclusion in the educational process, and to explore the factors that influence special educators' readiness for inclusive education. The qualitative design was used. The semi-structured interviews were conducted till saturation by using the phenomenological approach. The interviews were conducted by the researcher using the purposive sampling method. Teachers were selected to ensure a sample of teachers teaching in inclusive schools and in segregated special schools fulfilling the purpose of the study.On the basis of the analysis, it was revealed that factors affecting the personal readiness of special educators include general school teachers’ negative attitudes toward children with disabilities, financial issues and lack of infrastructure adaptations in regular schools, Parental attitude and participation toward inclusive education, inclusion looks less practical, bullying, administrative support, less commitment of the stakeholders, standardized curriculum and assessment procedures. The factors affecting the professional readiness of special educators include lack of pre-service and in-service training on inclusive education, training of special education, single course on inclusive education, and less exposure of the practical or field work related to inclusive education. The factors affecting the psychological readiness of special educators include hesitant to change, less privileged status, perceived ease of the traditional practices, less collaborative intentions of the general educators, high expectation of the stakeholders in inclusive education. The concerns regarding inclusive education include more accountability in IE, identity crisis, increased workload, job security, and new learning paradigm.