ANALYSIS OF THE INCLUSIVENESS OF THE ELEMENTARY TEACHER EDUCATION CURRICULUM IMPLEMENTED BY THE HIGHER EDUCATION COMMISSION, PAKISTAN

Abstract

It seems imperative to analyze the existing teacher education curriculum at several levels to help curriculum developers in the field of teacher education to make future teacher education programs inclusive. For this purpose, the researchers analyzed the exiting elementary teacher education curriculum developed and implemented by the Higher Education Commission of Pakistan (2012) by utilizing a curriculum analysis checklist to indicate the evidence or non-evidence of inclusive concepts in the curriculum document. A panel of teacher educators analyzed the elementary teacher education curriculum and concluded that existing elementary teacher education does not help the teachers to prepare for the inclusion of children with disabilities in the regular classroom.