Teachers Attitude Towards Inclusive Education in

Educational Institutions of Pakistan

Javaria Khalid, Nooraini Binti Othman
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v12-i2/12289 DOI:10.6007/IJARBSS/v12-i2/12289

Received: 06 December 2021, Revised: 08 January 2022, Accepted: 28 January 2022

Published Online: 12 February 2022

In-Text Citation: (Khalid & Othman, 2022)

To Cite this Article: Khalid, J., & Othman, N. B. (2022). Teachers Attitude Towards Inclusive Education in
Educational Institutions of Pakistan. International Journal of Academic Research in Business and Social
Sciences, 12(2), 342–353.

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Teachers Attitude Towards Inclusive Education in

Educational Institutions of Pakistan
Javaria Khalid
PhD Scholar, Perdana Center, Razak Faculty of Technology and Informatics, UTM, Kuala
Lumpur, Malaysia
Email: [email protected]

Assoc. Prof, Director Nooraini Binti Othman

Perdana centre of science Technology and innovation policy, Razak Faculty of Technology
and informatics, UTM, kualaLampur, Malaysia
Email: [email protected]

Abstract
The paper provides a useful insight into the dynamics of teacher approaches and attitudes
towards inclusive education. It reflects the access and inclusiveness for all educational
institutions in Pakistan. The objectives of the research are to analyze the different aspects of
teachers’ attitudes, and differences between trained and untrained teachers to improve the
knowledge towards inclusive education in secondary educational institutions. Using the
quantitative research methodology, the survey tool is used for the collection of data. It
unfolded that training of the teachers is a compulsory area that needs attention from the
higher education experts. The inclusiveness of teachers is possible with the management and
better training processes, those are tested in a quantitative setup. The finding of the study
incorporated the lapses in un-trained teachers and that is the major reason for reduced access
to inclusive education. It is suggested that teacher training, which is a major aspect of gaining
access to inclusive education in Pakistani institutions affect on development and progress of
teachers' attitudes.
Keywords: Teachers, Inclusive Education, Training, Secondary Education

Introduction
The direction of society has changed now to educate its children. Before this In the 1970s
general/regular education has combined with special education and it is known as inclusion
While definitions and techniques of inclusion differ, they all support the idea of ensuring that
all students have equal access to education (Haug, 2017). Most schools try to arrange all
children in one place. The term inclusive education refers to ensuring that education is for all.
It's a key strategy to ensure that all (those who have learning difficulties) should get an
education with normal children. According to the Eurydice Report and UNESCO documents
(2016), In all European countries, inclusive education, or "a school for all," serves as a
foundation for assuring equitable opportunities for students with special needs in all parts of

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their lives, including education, professional training, the job, and social life. As a result, an
emphasis has been placed on including children with special educational needs in
international education programmes and strategies (Savolainen et al., 2017). Children with
impairments and with other special educational needs have the right to seek their education
in the school with their age group years with the mainstream school without any distinction
of capabilities, strengths, economical status, religion, ethnicity or any other distinction.The
objective of inclusive education is to ensure that all children can learn. As a result, schooling
and teaching must be designed in such a way that all students' special needs are fulfilled and
their full potential is attained (Franck and Joshi, 2017).

Communities that work to establish inclusive education systems will serve as catalysts for a
more inclusive society (Kokićet al., 2016). An inclusive environment, in contrast to the idea of
segregation in education, encourages an educational process that is focused on integration,
which requires flexible learning methods that can adapt to each student's different and
diverse needs. According to (Loreman et al., 2011; Schmidt & Vrhovnic, 2015)Acceptance and
knowledge of differences and diversity, as well as human rights, social justice, and equal rights
concerns, are all aspects of inclusive education. In terms of self-perception as a productive
part of society, the participation of students with learning difficulties in schools and
educational activities is critical (Monsen et al., 2014). Inclusive education, in which every
student is treated equally andTeachers are essential in the development of educational
strategies that will assist every child or young person develop to their full potential and
contribute to societal sustainability. It is essential to train instructors to address learner
differences and provide an inclusive learning environment for all students to have a
sustainable future, to which learners in today's various educational institutions should be
given the opportunity to contribute.

Teachers from all across the world focus on working actively to educate ongoing and
prospective educators to perform within the framework of Inclusive education. The experts
at the UNESCO International Conference on Education agreed that a replaced traditional
education system into Inclusive education is required to fulfil the needs of all students. They
serve as a foundational idea for education that supports long-term continuity and ultimate
learning for everyone. The need for university education intraining pre-service and in-service
teachers to educate about inclusion was undeniable (Geneva & Switzerland, 2008).
Furthermore, in In2015, Inclusive Education for all was included in the fourth of the 17The
Sustainable Development Goals (SDGs) are a set of goals (New York, 2015). Inclusive school
infrastructures and teacher training on Inclusive Education should be considered solutions to
address exclusions and imbalance, according to the Education 2030 Framework for Action,
which gives direction for accomplishing this goal. Teachers who had attended inclusive
education training, according to the study, had even more positive attitudes toward the issue.
As a result, the authors developed that a basic element of inclusive education has been
included in all teacher training education programs (Varcoe & Boyle, 2014).

Professional experience or seniority, previous experience, level of training, the type of

disability of the student, the level of training of the teaching staff working with this category
of students, gender, teachers' beliefs about access and success in education and life for
people with disabilities, class size, and time to implement in the classroom all influence
teachers' attitudes toward inclusive education. While referring to a person's level of

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experience or seniority at work, the authors (Boyle et al., 2013; Forlinet al., 2010; Schmidt &
Vrhovnic, 2015) According to the research, younger teachers have more positive attitude than
senior teachers. When previous experience in inclusive education is considered positive, it
indicates a more positive attitude and quality work experience.

Inclusive Education is a great challenge for the education system. If it becomes successful,
then it provides a new principle, interactive and organizational paradigm. It may become an
educational main concern but to do so many changes in the education system. Continuous
teachers training programs, social equality, cooperation (school, parents and teachers) new
advanced technology according to children's needs and regarding development. Teachers
have social, emotional, physical, and academic attitudes toward teaching. The attitudes of
pre-service teachers about social concerns and how to connect with students in the class are
often well-established as a result of their experiences and background. Pre-service teachers,
for example, who had prior experience (as a student or recently) in inclusive classroom
settings are more likely to have positive perspectives toward including children with
disabilities (Varcoe and Boyle, 2014). The study reflects to analyze the different aspects of
teachers' attitudes towards inclusive education. It follows the gap between (teachers' attitude
toward inclusive education) trained and untrained teachers. The programs may improve the
knowledge and attitude of teachers for higher education access through inclusiveness.

Children with disabilities have been unable to perceive the conduct of their teachers and
other classmates. They do not even ask the other students to repeat the lessons that the
teachers have taught in class. It was generally accepted that including all students improve
their ability and promote their progress towards the meeting and needs of the twenty-first
century. Unfortunately, the inclusive attitude has not always been universally adopted.
Because disabling students' participation was not acceptable in various socio-cultural
contexts, our thinking and belief changed quickly over the previous century and continues to
change with the growing social and academic benefits of disabled students (Desalegn and
Worku, 2016). The problem that impaired children face during their education within a
mainstream school is teachers' attitude towards them, Lack of training and qualification to
deal with the needs of special children. For the successful implementation of inclusive
education, To work in an inclusive education environment, qualified teachers are sorely
needed. So that teachers have to give acceptance and take responsibility for the learning
process of children with learning difficulties, other disabilities and parents of the special
children need to inform about the purpose and objective including long term and short-term
goals in a support program for their special children. Inclusive education requires a great deal
of collaboration and sharing of expertise of both regular and special education teachers to
achieve the common goals of inclusive education (Zwane and Malale, 2018).

Literature Review
Many countries have used Inclusive Education to guide one‘s efforts to make educational
practices and policies more inclusive (Ainscow et al.,2019). For at least the last 30 years, it has
been seen as a global movement, Inclusive education is one of the most important concerns
confronting the education system, both domestically and globally, according to Amor et al
(2018) "The process of increasing the educational system's ability to reach out to all learners."
It was originally linked to the inclusion of disabled children in the regular educational system
(France, 2017). However, other authors pointed out that theory and practice have different

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knowledge and understanding of the concept, making progress in the domain is challenging
(Göransson et al., 2014; Magnússon, 2019). As a result of inclusive education research,
Göransson and Nilholm identified four meanings of inclusion: (1) inclusion of students with
special needs in regular classrooms; (2) supporting the social/academic needs of special
students; (3) meeting the social/academic needs of students; and (4) social action. (Krischler
et al,.2019) suggest that this conceptual variability which explains the lack of cohesion in the
implementation of Inclusive Education and is concerned with training for a better future of
learners.

In this study, inclusive education is defined as ensuring that all students, especially those with
disabilities, immigrants, and ethnic minorities, have access to learning opportunities, in its
broadest sense. However, unless the government provides all of the material, financial
inclusion standards, their efforts would be useless if teachers' attitudes toward inclusion
remain unchanged (Hadidi and Al Khateeb, 2015). Teachers' concerns and negative attitudes
could be effectively addressed in teacher training by delivering well-designed courses
regarding inclusion and diversity. According to the study. The main purpose of inclusive
education is to break down the barrier of a separate educational system of normal and special
children. And special children feel like normal and active members of educational
institutions/organizations. And this paper aims to investigate the teachers’ attitudes and
factors, which influence their attitudes towards inclusive education.In inclusive education the
role of a teacher is vital. The teacher should have a practice of inclusive education that relies
on their knowledge, understanding, skills and attitude. A teacher's positive attitude towards
inclusion can be the key to success for those students who have special needs. Inclusive
education needs inclusive teaching training programs, inclusive classrooms and inclusive
teaching strategies. The purpose of modern teacher education is to enable teachers for the
challenges that come with delivering away in a variety of situations. Teachers/ educators
strive to provide programming that incorporates, among other things, theoretical
foundations, pedagogy, content, and curriculum expertiseas well as real-life experiences. Pre-
service teachers' progressive beliefs and attitudes affect their decisions, attitudes and
confidence, these are at the root of instructional components. For decades, it has been
suggested that pre-service teachers' grounded attitudes and belief system takes priority over
other aspects of their initial teacher education curriculum (Krischler & Pit-ten Cate, 2019).

Furthermore, research shows that teachers who are enthusiastic about inclusive education
are more likely to modify their teaching techniques to handle a wide range of educational
needs (Swain et al., 2012). To address these concerns, teacher-preoperational programmes
must create and these programs designed to help future teachers understand the
environmental, social, and cultural contexts of learning, attitudes, and teaching, and be able
to put these understandings into a profession in inclusive classrooms serving increasingly
diverse students(Killoran et al., 2014). Furthermore, studies have shown that early education
programs will provide Positive and progressive attitudes toward inclusive education are based
upon the foundation(Johnson & Howell, 200; Jung, 2007; Kim, 2011; Mc Hatton & Parker,
2013; Swain et al., 2012).). While other research shows that Teachers who have a positive
opinion toward inclusive education are more likely to get pre-service training, which
addresses teachers' concerns and better prepares them to handle issues in the classroom.
(Harvey et al., 2010). However, researches regarding teacher education and how it affects

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teachers' attitude on inclusive education are inadequate which has shown conflicting results
(Lautenbach & Heyder, 2019).

Teachers' attitudes are important when it relates to promoting, It can support or impede the
development of inclusive policies, proper inclusion of students with special needs(Schmidt
and Ksenja, 2015).In Bhutan, there is very little research on teachers' attitudes towards
inclusion (UNICEF 2014). LhamDorji (2012) in a monograph cited and UNICEF, (2014) revealed
that people of Bhutan are usually supportive of people with disabilities, despite a recent
media report claiming negative views toward those people who have disabilities and it spread
at all levels in the society of Bhutan (Kharka, 2016). Both studies must be considered with
suspicion because they need factual evidence to support their statements. Teacher-related
factors include gender, age, teaching experience, grade level taught, experience with children
having disabilities, and personality traits. According to the International Journal of Inclusive
Education (Cambridge et al., 2014; Schmidt & Ksenja, 2015)above is a brief overview that how
many teacher-related variables influence teachers' attitudes towards inclusion.

Methodology
The survey approach was used to collect data for descriptive research .A well-designed
questionnaire was the source of gathering data. The study's respondents were private school
teachers who taught at schools in Islamabad and Rawalpindi. A random sampling method was
used to select a sample from the population. All the participants are teaching in Rawalpindi
and Islamabad schools. The total number of teachers is 80 which take from private schools as
a sample. A developed questionnaire, which is based on existing literature to measure the
variables. A questionnaire has consisted of 22 items. The instrument measured teachers’
attitudes, perceptions and inclusion towards inclusive education.

Each item was contained on five options, Female teachers are more supportive of including
children with special needs in regular classes than male teachers (Boyle & Topping et al.,
2013). In terms of teaching experience, young teachers with fewer years of experience have
a higher chance of being selected than older teachers with more years of experience. In
contrast, a recent study of Slovenia revealed that young teachers who have less experience
were more concerned about inclusion (Schmidt and Ksenja, 2015). Teachers with higher
qualifications in India were more likely to be positive towards inclusion. In Bangladesh, on the
other hand, Sharma et al (2012) Teachers with bachelor's degrees less than had more positive
attitudes towards inclusion than those having master's degrees, according to the research.
The objective of this study is to provide policy direction to curriculum planners, textbook
developers, teacher trainers, and reviewers to upgrade the way to design curriculum. On the
other side, this study may be useful to policymakers in revealing that government policies do
not serve education to special students. Those students need a specially designed curriculum
and instructional courses. And those parents who are anxious about their children's ability to
obtain specialized academic support from qualified teachers. It is possibly beneficial for
students with special educational needs in this challenging world either they can deal with a
variety of life's challenges. In every culture, there are multiple challenges for the teachers.
These challenges are for those students who have learning difficulties, parent’s attitude, poor
cooperation of school management had affected them. There is not only a need to make this
generation aware of risks but also teachers' training and time to time conferences can
improve these problems. This study may be overcome the challenges of society. For teachers

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who are uncomfortable and unprepared with inclusion, this research would be beneficial for
them to develop confidence and success in those students. It would be a noteworthy effort
to place those students in a regular class and surely this act guide special education this time
and next time.

Data Analysis and Discussion

A number of statistical analysis tests were carried out to achieve the objectives of the study
and test the research questions. These tests are done with the findings.
Qualification

Table:1Distribution of respondents according to their qualification

Groups N Mean SD
B.A 33 71.3333 9.07148
M.A 43 66.2558 11.18905
M.Phil 4 74.7500 22.69178
Total 80 68.7750 11.28904
The above table shows the summary test scores among the three groups. Teachers' attitude
group B. A's mean score of 33 out of 80, with an SD of 9.07148, a mean of 71.3333, and a
second M. A group consisted of 43 persons out of 80, with an SD of 11.18905 and a mean of
66.2558. Then there is athird M. Phil group got just 4 out of 80 points, with SD of 22.69178
and a mean of 74.7750. The table's result reveals that the three groups' understanding of the
subject is not equal.

Table: 2
Source of Sum of square DF Mean Square F P
Variation
Between 631.681 2 315.840 2.577 .083
groups
Within 9436.269 77 122.549
groups
Total 10067.950 79
The significant difference in mean pretest scores among the three groups can be seen in the
table above. The results show that the pretest mean scores of the given three groups are
significantly different Because F-value of 2.577 is greater than p-value at the.083 level.

Professional Qualification:
Table:3Distribution of professional qualification
Groups N Mean Std. Dev
Nil 56 66.3750 11.07916
B. Ed 18 75.0000 10.08785
M.Ed. 5 69.8000 8.13634
Dip-Training 1 86.0000 -
Total 80 68.7750 11.28904
In the summary test scores, the comparison between four groups is shown in the above table.
Teachers' attitude group got a 56 out of 80 on the professional qualification scale, with SD of
11.07916, the mean was 66.3750 and the second being B. Ed 18 out of 80 with SD of 10.08785,

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the mean was 75.0000, as well as the third M.Ed group, had SD of 8.13634 with a mean of
69.8000. The fourth group of teaching diploma holders had only 1 out of 80 and SD=0, with a
mean of 86.0000. The table shows that the knowledge of four professional trained groups on
the problem was not equal.

Table:4
Source of Sum of squares Df Mean square F P
variation
Between 1322.025 3 440.675 3.829 .013
groups
Within groups 8745.925 76 115.078
Total 10067.950 79
The significant difference in mean pretest scores between the four groups is shown in
the above table. The table's findings show that the mean pretest scores of the three groups
differed significantly. Because of F-value 3.829 is greater than p-value at the .531 level.

Table:5 Distribution of respondents according to teaching experience

Group N Mean Std .Devi
0 (Nill) 8 73.3750 12.78322
1-5 49 67.2857 9.82980
6-10 16 69.5625 14.87714
11-15 4 70.0000 13.44123
15 Above 3 75.0000 2.64575
80 68.7750 11.28904

The above table shows the summary test scores among four comparison groups. Teachers
attitude group had a mean score of 56 out of 80, SD=11.07916, Mean was 66.3750, B. Ed had
a mean score of 18 out of 80, SD=10.08785, Mean was 75.0000, and M.Ed had a mean score
of 5 out of 80, SD=8.13634, Mean was 69.8000. The fourth group of teaching diploma holders
had just 1 out of 80 and SD=0, with a mean of 86.0000. The table shows that the knowledge
of four professional trained groups on the issue was not equal.

The purpose of the study is to measure teachers' abilities in the context of inclusive education,
as well as their conditions, merits, and concerns of those students who have a special need in
the classrooms, to conduct psychometric testing. The questionnaire's validity was determined
through the participation of inclusive education experts in the item design process. The
following conclusions were drawn based on the study's findings. The study reports some
barriers were determined towards the teachers’ attitude to be a successful part of inclusion.
There is a difference between trained and untrained teachers’ attitudes that's why Teachers
training programs for inclusive education had a deep effect on trained or untrained teachers’
attitudes. To enhance teachers’ attitudes towards inclusive education special teaching
training programs affected their attitude. The division of teaching qualifications, gender
status, and experience shows that there are differences between each group.
The findings are significant because they pertain to educators' assessments of what pre-
service teachers are learning, as well as professional learning facilitators' assessments of what
in-service teachers are capable of learning. As we endeavour to provide high-quality teacher
education and in-service training, a careful investigation of beliefs and attitudes toward
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inclusion becomes an important part of the planning and delivery process. Differentiation
among learners in the class has been found that is not to benefited learning. Differentiation
in teacher education and professional development would naturally start with a study of how
teachers' experiences and beliefs affect what they take away from their training. This work
provides a comprehensive understanding of how they handle work with students that seem
to have a range of problems. If teachers have a positive attitude towards inclusion, they will
be more willing to adapt teaching techniques to accommodate a variety of student learning
needs. As the researcher attempted to define these mindsets in our study, research also
reveals effective techniques that help teachers in the establishment of positive attitudes and
thinking towards education that would give benefit the objective of complete inclusion and
even more. This study gives motivation especially to the teachers in Pakistan, that the
movement for inclusive education got its promotion on the assumption that students with
learning difficulties are motivated and willing to move towards regular class and passionate
in this contact for the meeting of their unique needs. However, some misconceptions and
negative attitudes started to be reflected in some cases. Research outcomes in the area of
inclusive education of these children suggest that attitude plays a key role in the successful
implementation of any course. The successful social interaction and communication among
these students can win the attention of those students in favour of the inclusive setup. The
attitude that has a negative impact place a limitation on the students towards the success of
inclusive education.

Conclusion
The study reports some barriers were determined towards the teacher's attitude to be a
successful part of inclusion. There is a difference between trained and untrained teachers'
attitudes. Teachers training programs for inclusive education had a profound effect on trained
or untrained teachers' attitudes. To enhance teachers' attitudes towards inclusive education
special teaching training programs affected their attitude. The goal of this report was to
construct a questionnaire to assess teacher qualifications in the context of inclusive
education, as well as to investigate the conditions, benefits, and consequences of including
students with special educational needs in the classroom, and to conduct psychometric
testing. The questionnaire's validity is measured through the inclusion of inclusive education
experts in the item design process. There are differences between and within groups of each
class, as shown by the division of teaching qualifications, gender, and experience. They are
significant in terms of teacher educators' show to evaluate them and what their pre-service
teachers are learning and how professional development facilitators assess what in-service
teachers will learn, even if they are not absolutes.
The significance of this paper is to put an effort to provide quality education to the teachers
through initial training programs, the study of beliefs and attitudes linked to inclusion and it
becomes an important component of planning and delivery. It has been shown that
promoting students without differentiation within the classroom supports learning.
Differentiation in teacher education and professional learning would start with a review of
how teachers' experiences and ideas are formed which affect what they take away from their
education and training programs. This research gives us an understanding of how the teachers
approach working with students who have many difficulties. The study was intended to
analyze Teachers' perception towards inclusive education in terms of real practice of inclusive
education. It gives benefits to those students who have to learn difficulty in receiving
education through inclusive education. It is estimated that the findings of this research will

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be a significant contribution in the field of inclusive education for the students who have to
learn difficulty in Pakistan. based on findings it can be concluded that education
administration, teachers, professionals and social workers should make arrangements for
uplifting the mindset of people and teachers towards awareness of inclusive education.

Policy Implications
The policy implications provide that government need to give attention and promote inclusive
education. They support and cooperate with teachers because teachers are the nation builder
and teachers can make students a better citizen. In many countries including Pakistan, our
teachers are facing many problems. They are not provided with basic facilities in their
professional life. Hence it is further recommended that: In School principals may give the
training to develop a helpful relationship with the teacher, in this way it may guide the teacher
where they are lacking. Policymakers can make educational policies according to inclusive
students. Special policies may be made for the inclusive education system. Special teacher
training programs may arrange for teachers. Motivate teachers by educational trainers
towards inclusion. Pre-service and in-service teaching training programs can be arranged to
enhance teachers learning. Special teaching training programs improve the teaching quality
towards inclusion education systems, which may lead to achieving the target of inclusive
education's knowledge and attitude towards change. Teachers' attitudes should always be
positive towards education. Every teacher professionally qualifies before teaching. Those
factors should be overcome which influenced inclusive education. Remove those aspects in
which inclusionary teaching practices lead the teachers towards a negative attitude.
Policymakers should design special teaching programs to improve or increase teachers’
interest in inclusive education. Special assessment systems should be introduced. Curriculum
makers should develop a special curriculum for an inclusive education system. It may lead to
achieving the target of inclusive education. In addition, the findings of the study aim to add
more in the present education show understanding of inclusive education of inclusive
students with this intention that it can be used to modify the current policies of inclusive
education for students with special needs in Pakistan. It is hoped that the findings of this
research can be used to help policymakers because this research will provide them framework
about the perception of inclusive students. Also be helpful for the teachers, administration as
well as policymakers while finalizing teaching methodologies, syllabus and curriculum as well
as extra-curricular activities while formulating and implementing within inclusive classrooms.
Many factors continue affecting and regulating the development of inclusive education in a
country. Limited awareness about the disability, negative attitudes towards persons with
disabilities and communication gaps among different persons are the major barrier impeding
inclusive education. Hence, with great concern, the factors that might affect teachers'
attitudes, teachers' role and training in an integrated setting and challenges of inclusive
education should be addressed. Mainly, students' and teachers' attitude toward inclusion is
a key problem for the implementation of the program.

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