INCLUSIVE EDUCATION: A CHALLENGE FOR CONTEMPORARY TEACHER EDUCATION IN PAKISTAN

Abstract

Present research was designed to explore the role of teacher education in the implementation of inclusive education practice at schools level. Major objectives of this research were to examine the current status of teachers’ education in preparing skillful teachers for inclusive education and to determine to direction of teachers education for capacity building of teachers for inclusive settings. Since nature of the research was exploratory therefore, for the attainment of research objectives qualitative approach was used for the collection of data. Literature available in the field was reviewed and content analysis was performed to reach to attain the research objectives. Result revealed that although HEC recommended course on inclusive education in revised 2010 scheme of studies of teachers’ education, but after passing 13 years only few universities are offering subject of inclusive education in BE.D Program (3 credit). It further revealed that breadth of the content of inclusive education course was not sufficient for training of prospective teachers (to handle needs to all students). Inclusive education in Pakistan is fundamental for the achieving of quality education due to the notion that all learners should have equal access to education irrespective of their abilities and disabilities. Challenges faced in inclusive education in Pakistan desires consideration by the stakeholders. Challenges pertaining to teachers’ capacity building is vital; which can be addressed if academia sensitized properly. Since a few public sector universities have been teaching this subject at present therefore, it is recommended that HEC may take appropriate measure for implementation of schemes of studies of teacher education program in universities and degree awarding institutions. It is recommended that under the faculty of education universities can offer M.Phil. and PhD in inclusive education by covering courses on inclusive education such as inclusive teacher education, inclusive classroom developments, inclusive schools theories and models of inclusive education. Knowledge of such courses would enhance teachers’ capacity to cater the needs of special learners in inclusive settings