Unveiling the Hurdles in Promoting Inclusive Culture within the Classroom: Insights from Teachers at Government Primary Schools

Abstract

Inclusive education strives to provide all students with equal opportunities irrespective of their capacities or learning requirements. However, the success of inclusive education relies on understanding teacher perspectives, as they play a central role in this new approach. The objective of the current quantitative research study was to assess the hurdles that primary teachers encounter when trying to foster an inclusive culture in mainstream government primary schools in the district of Multan. To ensure a representative sample, a multistage sampling technique was employed to select participants for the study. The findings of the study revealed a range of hurdles and issues faced by teachers in promoting inclusive practices within the classroom, including insufficient training, limited availability of resources, and a lack of support services. This research might contribute valuable insights to policymakers, administrators, and educational stakeholders, enabling them to design targeted interventions and support mechanisms that effectively address these challenges.