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

Authors

  • Shaista Naz Assistant Professor, Department of Special Education, University of Karachi, Sindh, Pakistan.
  • Zahid Majeed Assistant Professor, Department of Special Education, Allama Iqbal Open University, Islamabad, Pakistan.
  • Nasir Sulman Professor & Dean, Department of Special Education, University of Karachi, Sindh, Pakistan.

DOI:

https://doi.org/10.52337/pjer.v7i3.1157

Keywords:

Inclusive Education, Mainstream Teachers, Special Educators, Adaptations, Accommodations & Modifications

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.

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Published

2024-09-30

How to Cite

Shaista Naz, Zahid Majeed, & Nasir Sulman. (2024). A COMPARISON OF IN-SERVICE SPECIAL AND MAINSTREAM SCHOOL TEACHERS’ PERCEPTIONS ABOUT THE PROVISION OF ADAPTATION STRATEGIES FOR INCLUSIVE EDUCATION. Pakistan Journal of Educational Research, 7(3), 176–189. https://doi.org/10.52337/pjer.v7i3.1157