Development and Prototype of the Training Module for Preparing Elementary School Teachers for Inclusive Education in Pakistan

Abstract

In Pakistan, children with disabilities are systematically excluded. Despite the government's best efforts, the majority of the youth (95%) do not have access to education, and only 5% attend schools. This massive gap implies that current schooling, which is based on a separated mentality and the charity model, is essentially incapable of bringing out-of-school children back to school. Furthermore, these children make up a third of the 20 million children who are not in school. It appears that national and international obligations will not be met until these youngsters are integrated into society. Internationally, the right-based approach is a feasible answer, and it is now gaining ground in Pakistan. Inclusion of the learners with disabilities requires trained professionals along with other supports. There is a need for an exhaustive study on preparation of a training module for teachers in order to prepare them to teach and include children with special needs in mainstream settings. The study was aimed at developing a training module for in-service teachers for catering children with disabilities in regular classrooms followed by the validation of the training module for in-service teachers to include the learners with disabilities in mainstream settings. The module was developed to improve the efficacy and capacity of elementary school teachers for including the learners with disabilities in regular classrooms. Classification of the training needs was made on the basis of the domains: knowledge, pedagogical principles (differentiated curriculum, diverse instructional techniques, multiple learning materials and resources and adapted assessment practices), student management, behavior modifications of the learners and community collaboration. It was concluded that the success of inclusion depends on professional development and appropriate training. Regular assistance is also necessary to maintain inclusive educational approaches in regular schools at primary level.