Inclusive Education in Pakistani Schools: Theoretical Perspectives, Challenges and Opportunities
Keywords:
Inclusive Education, Schools, Pakistan, Challenges, Opportunities, Theoretical Frameworks, Policy ImplicationsAbstract
This discussion paper presents a critical analysis of the theory of inclusive education in schools across Pakistan, which underpins definitions, scopes, implementation, and challenges. While discussing international and local policies, the paper has identified attitudinal, institutional, and systemic barriers to the implementation of inclusive education and also pointed out potential opportunities for advocacy, capacity building, and policy reform. This paper also shows several best practices and case studies of existing inclusive practices in Pakistan, along with lessons learned and policy and practice recommendations. The paper ends with implications for policy and practice. The discussion emphasizes that support of political will, teacher education, collaboration, community involvement, monitoring, and review are important for inclusive education in Pakistan. This paper also suggests future direction of research at this point empirically research on the implementation and impact of inclusive education in Pakistan, improvement, children with disabilities and their family experiences, intersectionality and technology and innovation aspects to promote inclusive education in Pakistan.
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