A COMPARISON OF IN-SERVICE SPECIAL AND MAINSTREAM SCHOOL TEACHERS' PERCEPTIONS ABOUT THE PROVISION OF ADAPTATION STRATEGIES FOR INCLUSIVE EDUCATION

Abstract

This study evaluates the readiness of mainstream and special education teachers to implement adaptation strategies for students with disabilities (SWDs), examining their approaches, attitudes, and willingness to use specialized inclusive education techniques. The study involved 145 teachers from Karachi's east and central districts, using a quantitative cross-sectional descriptive survey research approach. The survey assesses teachers' willingness to accommodate, analyzes attitudes towards disabled individuals using Lambert et al.'s (1996) and Yuker and Block's (1988) instruments, and collects demographic data. The results showed a significant difference between mainstream and special education teachers at the 0.05 alpha level, with the majority accepted at the 0.01 level. Special education teachers' responses were slightly higher on average than general education teachers' responses.