Inclusive Education in Pakistan: Practices and Challenges

Abstract

Inclusive education is designed to provide equitable access to quality education for children with disabilities in mainstream schools. While it is acknowledged as a policy priority in Pakistan, its implementation has shown variability across different districts. This qualitative study explores the perspectives of teachers regarding the practices and challenges of inclusive education in primary schools in Pakistan. Data were collected via semi-structured interviews with eight purposively selected teachers from four government primary schools across four districts. Thematic analysis revealed persistent challenges, including a lack of teaching resources, inadequate infrastructure, a shortage of trained staff, and weak institutional support. Although teachers displayed positive attitudes toward inclusive education, systemic and administrative barriers hindered its effective implementation. The study calls for context-specific teacher training, better infrastructure, and stronger policy implementation to support inclusive education in Pakistan.