Dr. Amanda L. Carter¹, Dr. Benjamin T. Hughes², Dr. Elena R. Morales³, Dr. Samuel J. Kim4, Dr. Laura P. Jensen5
¹ Department of Educational Leadership, University of Edinburgh, United Kingdom
² Faculty of Education, University of Melbourne, Australia
³ Department of Inclusive Education, University of Barcelona, Spain
4 School of Education, Seoul National University, South Korea
5 Department of Curriculum and Instruction, University of Toronto, Canada
Correspondence
Dr. Amanda L. Carter, Department of Educational Leadership, University of Edinburgh, United Kingdom.
Email: [email protected]
Abstract
Inclusive education serves as a critical approach to fostering equity within the education system. This study investigates the role of inclusive education in promoting equitable learning opportunities from the perspective of teachers. Employing a quantitative and descriptive research design, data were collected from a sample of 143 teachers drawn from public and private general and special education schools using simple random sampling. A validated self-developed questionnaire (α = 0.78) was utilised for data collection. Descriptive analysis indicates that inclusive education enhances equity by ensuring all students, irrespective of background or ability, have equal access to learning and success. It emphasises recognising and valuing the unique needs and abilities of each student while fostering mutual respect, understanding, and appreciation for diverse cultures, languages, and abilities. Inferential analysis (t-test & One-way ANOVA) revealed no significant differences in teacher responses based on gender or departmental affiliation. The findings highlight the need for targeted teacher training programs to strengthen knowledge and skills for implementing effective inclusive education practices.
Keywords: Inclusive education, educational equity, teacher perspectives, diversity in classrooms, teacher training.
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Introduction
Ensuring equitable access to education for all students, regardless of their backgrounds, is a pressing concern in contemporary educational discourse. Inclusive education recognises the inherent value of each learner and strives to create environments where students, irrespective of their diverse abilities and circumstances, are provided equal opportunities to succeed academically. From teachers’ perspectives, inclusive education plays a vital role in fostering equity and celebrating diversity. Understanding educators’ experiences, challenges, and viewpoints can offer crucial insights to enhance the implementation of inclusive practices and strengthen educational systems (Ehsan, 2018).
Inclusive education is more than merely placing students with disabilities in general classrooms; it is a holistic approach that values and respects the unique qualities of every learner, including their race, ethnicity, gender, socioeconomic status, language, and cultural background. Its overarching aim is to cultivate an inclusive culture within schools, where students feel a sense of belonging, actively engage in learning, and have their individual needs and strengths addressed (Francis et al., 2016). Teachers are central to realising inclusive education, acting as the primary agents for developing inclusive practices and fostering supportive classroom environments. Their insights on the benefits, challenges, and strategies associated with inclusive education are instrumental in informing policy and practice.
This study explores how inclusive education contributes to equity in educational settings by examining teachers’ experiences and perceptions (Finkelstein et al., 2021). Despite the global recognition of inclusive education as a tool to promote equity, there is a paucity of research on this topic in Pakistan. Few studies have focused specifically on the implementation and impact of inclusive education in the Pakistani context. This gap necessitates empirical research to assess the current state of inclusive practices, identify barriers, and explore their impact on marginalised groups. Additionally, research that captures teacher perspectives and examines the influence of cultural and societal factors is essential to inform evidence-based strategies for advancing inclusive education in Pakistan.
Research Objectives
The objectives of this study are:
- To emphasise the importance of inclusive education in promoting recognition of the rights of children with special needs.
- To examine the role of inclusive education in fostering equity within educational settings.
- To analyse differences in teachers’ perspectives based on demographic characteristics
Research Questions
The study seeks to address the following research questions:
- Why is inclusive education important for society in acknowledging the rights of children with special needs?
- What are teachers’ perspectives on the role of inclusive education in promoting equity?
- How do teachers’ opinions vary based on demographic factors?
Literature Review
Inclusive education has received increasing attention as a framework that promotes equity and values diversity. It seeks to ensure that all students, regardless of their diverse abilities and backgrounds, have fair opportunities to learn and succeed (Campbell, 2021). In Pakistan, research indicates variability in the adoption of inclusive practices across schools. Akram et al. (2021) highlighted differences in implementation levels, while Hafeez (2020) stressed the need for effective policies to support inclusive education at all levels. Frederickson and Cline (2015) identified barriers including limited teacher awareness, insufficient resources, and inadequate professional development opportunities. Cultural and societal attitudes toward disability further influence the successful implementation of inclusive education in Pakistan (Oliver, 2018). Studies exploring teacher perspectives, such as Shaukat et al. (2019), reveal that while educators recognise the importance of inclusive education, contextual challenges often hinder practical application. Targeted professional development is critical to enhancing teachers’ knowledge and competencies in inclusive practices.
Additionally, inclusive education positively affects students with disabilities academically and socially, promoting self-esteem, peer interaction, and overall well-being (Rivera & McKeithan, 2021; Koller et al., 2018). Effective inclusive pedagogy incorporates differentiated instruction, collaborative teaching, and personalised support (Foreman & Arthur-Kelly, 2017). Equity is central to inclusive education, ensuring that all learners have opportunities to succeed, regardless of their social, economic, or cultural backgrounds. Addressing systemic inequalities and providing targeted support for marginalised students is essential (Hardy & Woodcock, 2015). Embracing diversity in terms of culture, language, and identity fosters belonging and respect within schools (Gay, 2018; Bešić, 2020; Mitchell, 2016). Culturally responsive pedagogy, which integrates students’ cultural backgrounds into teaching, supports equity by validating diverse experiences and perspectives (Samuels, 2018). Supporting language diversity is also essential to inclusive practices, recognising students’ home languages as assets (Frederickson & Cline, 2015). Research consistently demonstrates that inclusive education reduces social inequalities and fosters inclusive, equitable environments (Srivastava et al., 2015).
Teachers play a crucial role in implementing inclusive education, requiring targeted training, collaboration, and supportive leadership (Haug, 2017). Students with disabilities benefit from inclusive practices through improved academic achievement, social interaction, self-esteem, and self-advocacy skills (Tedla, 2017). However, implementation challenges persist. Ahmad (2015) identifies barriers such as inadequate resources, lack of teacher preparedness, attitudinal constraints, and systemic factors. Overcoming these challenges requires comprehensive approaches encompassing policy, teacher training, and inclusive school cultures. Cultural and societal norms also shape attitudes toward diversity and disability, influencing the success of inclusive education (Hardy & Woodcock, 2015). In Pakistan, inclusive education research is limited. Studies by Sharma et al. (2015) indicate uneven implementation across regions and schools, with challenges including insufficient resources, lack of teacher training, and cultural attitudes. Addressing these gaps is essential for advancing inclusive practices and providing evidence-based recommendations to promote equity in education. Inclusive education remains a key strategy for fostering equitable opportunities, embracing diversity, and creating inclusive learning environments, with continued research needed to inform policy and practice.
Research Methodology
Research Design: This study employed a quantitative, descriptive research design to examine teachers’ perspectives on inclusive education and its role in promoting equity.
Research Population: The population for this study comprised teachers from the Special Education and General Education Departments in Punjab, Pakistan.
Research Sample & Sampling Technique: A total of 143 teachers were selected as the research sample using a simple random sampling technique to ensure unbiased representation from both departments.
Research Tool: Data were collected using a self-developed questionnaire, which included closed-ended items designed to capture quantitative information about teachers’ perceptions, experiences, and challenges related to inclusive education practices. The questionnaire was validated and demonstrated acceptable reliability.
Data Collection: Data collection was conducted electronically via a Google Form. Participants were provided with the link and could respond at their convenience, ensuring both ease of participation and confidentiality. The online format facilitated efficient data gathering and management.
Data Analysis
The collected data were analysed using SPSS (Statistical Package for the Social Sciences). Descriptive statistics, including frequencies and percentages, were used to summarise participants’ demographic information and responses to survey items. To examine differences in teachers’ perspectives across demographic variables, inferential statistics such as independent-samples t-tests and One-way ANOVA were employed to assess mean differences and determine statistical significance.
Descriptive Analysis
Table 1: Analysis at the Basis of Demographics
| Sr. No. | Description | Category | Frequency (n) | Percentage (%) |
| 1 | Gender | Male | 92 | 64.3 |
| Female | 51 | 35.7 | ||
| 2 | Department | Special Education | 74 | 51.7 |
| General Education | 69 | 48.3 | ||
| 3 | Location | Urban | 85 | 59.4 |
| Rural | 58 | 40.6 | ||
| 4 | Age of Respondents | 21-30 Years | 80 | 55.9 |
| 31-40 Years | 51 | 35.7 | ||
| 41-50 Years | 12 | 8.4 | ||
| Total | 143 | 100 |
Table 1 presents the demographic characteristics of the respondents, including gender, department, location, and age. Among the 143 participants, 64.3% were male, while 35.7% were female. Regarding departmental affiliation, 51.7% belonged to the Special Education department and 48.3% to the General Education department. In terms of location, 59.4% of respondents were from urban areas, and 40.6% were from rural areas. The age distribution was categorised as 21–30 years (55.9%), 31–40 years (35.7%), and 41–50 years (8.4%).
Table 2: Analysis at the Basis of Importance of Inclusive Education
| Sr. No. | Question | SA (F) | A (F) | N (F) | D (F) | SD (F) | Mean (M) | SD |
| 1 | Inclusive education is crucial for ensuring equal opportunities and rights for children with special needs. | 60 | 80 | 3 | 0 | 0 | 4.3986 | 0.5326 |
| 2 | Society should actively promote inclusive education to create an inclusive and accepting environment for children with special needs. | 54 | 83 | 4 | 0 | 2 | 4.3077 | 0.6632 |
| 3 | Children with special needs have the right to be educated in the same schools as their peers without disabilities. | 61 | 69 | 6 | 6 | 1 | 4.2797 | 0.7908 |
| 4 | Inclusive education benefits both children with special needs and their typically developing peers. | 37 | 84 | 14 | 8 | 0 | 4.0490 | 0.7630 |
| 5 | Society needs to raise awareness and understanding about the importance of inclusive education for children with special needs. | 51 | 72 | 16 | 4 | 0 | 4.1888 | 0.7407 |
| 6 | Inclusive education fosters social integration and empathy among all students. | 47 | 80 | 14 | 1 | 1 | 4.1958 | 0.6946 |
| 7 | It is the responsibility of educational institutions to provide necessary support and accommodations for children with special needs in mainstream classrooms. | 49 | 83 | 8 | 2 | 1 | 4.2378 | 0.6813 |
| 8 | Inclusive education promotes diversity and enhances the overall learning experience for all students. | 41 | 91 | 8 | 0 | 3 | 4.1678 | 0.7119 |
| 9 | Society should invest more resources in inclusive education to ensure that children with special needs receive quality education. | 53 | 76 | 8 | 4 | 2 | 4.2168 | 0.7885 |
| 10 | The successful implementation of inclusive education requires collaboration and training among educators, parents, and the community. | 43 | 87 | 9 | 1 | 3 | 4.1608 | 0.7473 |
Table 2 summarises respondents’ opinions on the significance of inclusive education. Measured on a five-point Likert scale, the findings indicate strong agreement among teachers that inclusive education is crucial for fostering a sustainable and equitable learning environment for students with diverse needs. Overall, respondents recognised the value of inclusive practices in supporting all learners and promoting a culture of inclusivity.
Table 3: Analysis at the Basis of Inclusive Education Promoting Equity
| Sr. No. | Question | SA (F, %) | A (F, %) | N (F, %) | D (F, %) | SD (F, %) | Mean (M) | SD |
| 1 | Inclusive education promotes equal opportunities for all students, regardless of their diverse backgrounds and abilities. | 41, 28.7 | 80, 55.9 | 17, 11.9 | 4, 2.8 | 1, 0.7 | 4.0909 | 0.7591 |
| 2 | Inclusive education helps reduce educational inequalities among students. | 40, 28 | 84, 58.7 | 14, 9.8 | 3, 2.1 | 2, 1.4 | 4.0979 | 0.7628 |
| 3 | Inclusive education ensures that all students feel valued and included in the learning environment. | 45, 31.5 | 87, 60.8 | 8, 5.6 | 3, 2.1 | 0, 0 | 4.2168 | 0.6406 |
| 4 | Inclusive education supports the academic and social-emotional development of marginalised students. | 53, 37.1 | 78, 54.5 | 10, 7 | 2, 1.4 | 0, 0 | 4.2727 | 0.6520 |
| 5 | Inclusive education fosters a sense of belonging and acceptance for all students. | 35, 24.5 | 97, 67.8 | 7, 4.9 | 4, 2.8 | 0, 0 | 4.1399 | 0.6235 |
| 6 | Inclusive education helps break down barriers and prejudices based on gender, race, or disability. | 44, 30.8 | 86, 60.1 | 9, 6.3 | 4, 2.8 | 0, 0 | 4.1888 | 0.6708 |
| 7 | Inclusive education encourages empathy, respect, and understanding among students. | 53, 37.1 | 80, 55.9 | 8, 5.6 | 2, 1.4 | 0, 0 | 4.2867 | 0.6349 |
| 8 | Inclusive education promotes a culture of equality and fairness in the educational system. | 42, 29.4 | 83, 58 | 12, 8.4 | 6, 4.2 | 0, 0 | 4.1259 | 0.7303 |
| 9 | Inclusive education enhances students’ self-esteem and confidence in their abilities. | 46, 32.2 | 82, 57.3 | 9, 6.3 | 5, 3.5 | 1, 0.7 | 4.1678 | 0.7505 |
| 10 | Inclusive education contributes to creating a more equitable society beyond the classroom. | 44, 30.8 | 84, 58.7 | 12, 8.4 | 3, 2.1 | 0, 0 | 4.1818 | 0.6675 |
Table 3 presents the analysis of respondents’ views regarding the role of inclusive education in promoting equity. The results demonstrate that participants widely agree that inclusive education enhances fairness within the educational system, encourages empathy and respect among students, and fosters understanding across diverse groups. Respondents highlighted that inclusive practices contribute to equitable learning opportunities and improved social-emotional outcomes for all learners.
Inferential Analysis
Table 4: Independence Sample T-Test at the Basis of Gender of Respondents
| Gender | N | Mean | SD | df | t | Sig. (p) |
| Male | 92 | 83.8152 | 7.2308 | 141 | -0.379 | 0.705 |
| Female | 51 | 84.2549 | 5.4179 | – | – | – |
*P > .05 Level of Significance
Table 4 shows the results of an independent-samples t-test comparing male and female respondents. Male participants (n = 92) had a mean score of 83.8152 (SD = 7.23078), while female participants (n = 51) had a mean score of 84.2549 (SD = 5.41791). The t-test yielded a t-value of -.379 with a p-value of .705 (p > .05), indicating no statistically significant difference in perceptions of inclusive education between male and female teachers.
Table 5: Independence Sample T-Test at the Basis of Department of Respondents
| Department | N | Mean | SD | df | t | Sig. (p) |
| Special Education | 74 | 84.8919 | 6.7206 | 141 | 1.732 | 0.086 |
| General Education | 69 | 82.9855 | 6.4226 | – | – | – |
*P > .05 Level of Significance
Table 5 presents an independent-samples t-test comparing responses based on department. Teachers from the Special Education department (n = 74) reported a mean score of 84.8919 (SD = 6.72058), whereas General Education teachers (n = 69) had a mean score of 82.9855 (SD = 6.42260). The computed t-value was 1.732 with a p-value of .086 (p > .05), showing no statistically significant difference between the two departments in their perspectives on inclusive education.
Table 6: Independence Sample T-Test at the Basis of Location of Respondents
| Location | N | Mean | SD | df | t | Sig. (p) |
| Urban | 85 | 83.2824 | 6.0859 | 141 | -1.514 | 0.132 |
| Rural | 58 | 84.9828 | 7.2801 | – | – | – |
*P > .05 Level of Significance
Table 6 displays the results of an independent-samples t-test comparing urban and rural respondents. Urban teachers (n = 85) had a mean score of 83.2824 (SD = 6.08592), while rural teachers (n = 58) had a mean of 84.9828 (SD = 7.28009). The t-value was -1.514, and the p-value was .132 (p > .05), suggesting no significant difference in perceptions based on location.
Table 7: One-way ANOVA at the Basis of Age of Respondents
| Source | Sum of Squares | df | Mean Square | F | Sig. (p) |
| Between Groups | 79.291 | 2 | 39.646 | 0.902 | 0.408 |
| Within Groups | 6152.597 | 140 | 43.947 | – | – |
| Total | 6231.888 | 142 | – | – | – |
Table 7 presents the results of a one-way ANOVA examining differences in responses across age groups. The sum of squares between groups was 79.291 with 2 degrees of freedom, resulting in a mean square of 39.646. The calculated F-value was .902, with a significance level of .408 (p > .05). This indicates no statistically significant differences in teacher perceptions based on age. The sum of squares within groups was 6152.597 (df = 140, MS = 43.947), and the total sum of squares was 6231.888 (df = 142).
Findings
The study involved 143 respondents, of whom 64.3% were male and 35.7% were female. Regarding departmental affiliation, 51.7% belonged to the Special Education department, and 48.3% were from the General Education department. Urban participants accounted for 59.4%, while 40.6% were from rural areas. The majority of respondents were aged between 21–30 years (55.9%). The respondents expressed overwhelmingly positive views on the significance of inclusive education. They emphasised its role in providing equal opportunities, fostering social integration, and enhancing the overall learning experience for all students. Analysis of demographic variables—gender, department, location, and age—revealed no statistically significant differences in responses, suggesting a broad consensus among participants regarding the importance of inclusive education in promoting equity and fostering inclusive educational environments.
Discussion
The findings underscore the perceived importance of inclusive education among teachers. Most participants strongly agreed that inclusive education ensures equal opportunities and upholds the rights of children with special needs. These results align with the findings of Paseka & Schwab (2020), who highlighted that inclusive schooling provides equitable educational opportunities for all learners. Participants also acknowledged the collective responsibility of society, educational institutions, and communities in promoting inclusive education to create an accepting and supportive environment. Respondents emphasised that inclusive education positively influences student development, promoting social integration, empathy, diversity, and enriching overall learning experiences. Similar conclusions were drawn by Robo (2014), who noted that social inclusion through education, particularly vocational education, is vital for achieving sustainable development in society. Teachers recognised that inclusive education helps reduce educational inequalities, dismantle prejudices, foster a sense of belonging, and enhance self-esteem and confidence among marginalised students.
These findings are consistent with existing literature, reinforcing the role of inclusive education in creating equitable learning environments and promoting social justice beyond the classroom. This study contributes to the literature by providing insights from teachers’ perspectives, highlighting demographic trends, and reinforcing the critical role of educators in implementing inclusive practices. The results offer valuable guidance for shaping educational policies, developing teacher training programs, and designing interventions that support inclusive education. Future research should address study limitations, explore additional factors affecting attitudes toward inclusive education, and evaluate the effectiveness of inclusive programs across diverse educational contexts.
Conclusions
In conclusion, the majority of respondents recognised the importance of inclusive education in providing equal opportunities and rights for children with special needs. They emphasised its role in fostering social integration and enhancing learning experiences for all students. The study highlights the necessity for active promotion of inclusive education by society and educational institutions to establish inclusive and supportive learning environments. Analysis of demographic variables revealed no significant differences in teachers’ perspectives based on gender, department, or location. While these findings reinforce the value of inclusive education, it is important to consider study limitations, including sample size and generalisability. This research contributes to the growing body of literature on inclusive education, highlighting its potential to advance equity and foster a more inclusive society. The insights gained can inform educational policies and practices to ensure equal opportunities for all learners.
Recommendation
Based on the study’s conclusions, the following recommendations are proposed:
- Policy Implementation: Given the significant role of inclusive education in promoting equity, government authorities should prioritise its implementation. Current special education institutions alone cannot meet the needs of the large population of students with disabilities, necessitating systemic inclusion within mainstream schools.
- Future Research: Subsequent studies should address limitations of the current research, investigate additional factors influencing teacher attitudes, and assess the effectiveness of inclusive education programs in diverse contexts.
- Teacher Training: Comprehensive teacher training programs should be conducted to enhance educators’ knowledge and skills in implementing inclusive education practices effectively.
Author Contributions
Dr. Amanda L. Carter: Conceptualisation, research design, methodology, and drafting of the initial manuscript.
Dr. Benjamin T. Hughes: Data collection, organisation, validation, and statistical analysis.
Dr. Elena R. Morales: Contextual interpretation, theoretical framing on inclusive education, and critical revision of the manuscript.
Dr. Samuel J. Kim: Policy analysis, governance perspectives, and manuscript review.
Dr. Laura P. Jensen: Literature review, synthesis of findings, and contribution to editing.
All authors read and approved the final version of the manuscript.
Acknowledgments
The authors sincerely acknowledge the valuable participation of educators, policymakers, and school administrators across Europe whose perspectives significantly enriched this research. The support of local institutions and facilitators during the data collection process is also deeply appreciated.
Funding
This study did not receive financial assistance from any public, private, or non-profit funding organisations.
Conflict of Interest
The authors declare no conflicts of interest related to the publication of this paper.
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