Ready to Accept? Investigating Pakistani School Teachers’ Readiness for Inclusive Education

Abstract

Over the last three decades, inclusive education has become an integral part of educational policies throughout the world. Unfortunately, when it comes to its successful implementation, the situation is less than ideal in many countries. One of the main reasons is the lack of teachers’ mental and professional readiness for inclusive education. The aim of this study was to explore teachers’ mental and professional readiness for inclusive education in Pakistan. Sample for this quantitative study consists of 366 male and female teachers from thirty-seven public schools in Kasur, Pakistan. Data was collected through a self-developed five-points Likert type scale, and analyzed using both descriptive and inferential statistics. The study revealed that teachers’ overall readiness for implementing inclusive education was at moderate level. Their mental readiness was slightly higher than the professional one. Male teachers’ readiness for inclusive education was higher than the female ones while the urban teachers’ readiness was significantly higher than the rural teachers’. Teachers’ mental readiness turned out to be a significant predictor to their professional readiness for implementing inclusive education. This study suggests improving teachers’ awareness, understanding and preparedness for inclusive education for its successful implementation