A Study on Primary Mainstream Teachers' Knowledge, Training Needs, and Concerns Regarding Inclusive Education

Abstract

The purpose of this study was to explore primary mainstream teachers' knowledge, training needs and concerns regarding inclusive education to be able to suggest strategies aimed at increasing the accomplishment of these teachers in inclusion methods. This research had adopted a quantitative approach was used to collect the data numerically by using cross- sectional survey method. Seven private schools of Lahore where children with special needs are studying in the mainstream classes were chosen for the present study. The sample size consisted of eighty primary mainstream teachers from whom data were collected pertaining to their knowledge, training needs and concerns towards inclusive practices in private schools of Lahore. The sample was selected using convenience sampling strategy. The result of the study revealed that participants showed positive understanding towards the implementation of inclusive education and provide a fair and positive learning atmosphere for every individual. They promote diverse teaching methods and believe in the professional development of teachers. Therefore, teachers also face numerous challenges such as anxiety, time constraint and the need of proper training for successful implementation of inclusive education. This study points to avenues that may contribute to the development of focused interventions, education programs, and support mechanisms to support primary mainstream teachers' skills at deploying inclusive education strategies. Finally, this research is intended mainly to make contributions to the creation of an equitable, supportive learning environment for all students.