Inclusive Education And Its Prospects In Pakistan: A Critical Analysis

Abstract

The development of inclusive education in Pakistan needs further investment because the system has major problems. National and international promises about equal education are not easy to put into practice throughout Pakistan. This research explores how inclusive education works and identifies major issues including teacher support, parental participation, policy requirements, and operating problems in schools. Existing research shows Pakistan's inclusive education faces difficulties because of teachers who need more training plus restricted facilities and funding while people around them think differently and judge students with disabilities poorly. Students at both primary and secondary schools receive weak inclusive education because teachers and students need better training and support resources (Ehsan, 2018). Students with disabilities studying in higher education institutions struggle to communicate and interact socially because the school does not provide proper adjustments (Qurrat ul Ain, 2021). Strategic policies paired with teacher training programs and new learning technologies combined with better support from schools and education leaders will improve inclusive education in Pakistan (Waqar et al., 2024). The practices of inclusion from other countries serve as useful resources for updating our policies and designing new curricula according to Rafique (2019). By bringing e-learning into education we can close current gaps and make schools easier to access (Muhammad et al., 2024). Despite slow progress toward inclusive education Pakistan will achieve the goal by adopting complete policy execution along with upgraded training programs and joint stakeholder efforts. The research improves knowledge about educational transformation and suggests future steps for inclusive education policies