Embracing Inclusion: Private School Teachers' Perspective

Abstract

Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies. Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings. Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU. The sample of 200 teachers was determined using a confidence level of 95% and a margin of error of 5%. Data were collected using the Attitudes Towards Mainstreaming Scale and analyzed using SPSS Version 25 to provide descriptive statistics, including frequencies and mean±SD values. Results: Teachers generally regarded inclusive education as a favorable practice (mean 2.03±0.89), with a significant number expressing strong agreement to the inclusion of learners in regular classrooms. The acceptance varied based on the type of disability, with physical disabilities (mean 2.40±1.12 for wheelchair-bound learners) receiving more agreement than behavioral issues (mean 2.36±0.95 for learners who stutter). Conclusion: Most private school teachers in Peshawar exhibit a supportive stance towards inclusive education. This positive attitude is crucial for fostering an inclusive environment that benefits all students.