Breaking Barriers: Teachers' Perspectives on Access to School Education for Children with Disabilities in Punjab

Abstract

The Pakistani government has developed many initiatives and regulations aimed at facilitating the inclusion of students with special needs into mainstream educational settings. This study delves into the critical issue of access to education for children with disabilities in Punjab, focusing on the perspectives of teachers within the educational system. Despite legislative efforts and policy implementations aimed at inclusive education, significant barriers persist in providing equal educational opportunities for children with disabilities. Notwithstanding these policies, kids with special needs experience significant disadvantages in terms of their access to education. The present study aimed to examine the parameters associated with the accessibility of students with disabilities in mainstream schools in the province of Punjab through qualitative research methodologies involving interviews and surveys. The study employed a descriptive research design with a sample of 200 instructors. It explores the perceptions, experiences, and strategies employed by teachers in addressing the multifaceted obstacles encountered by children with disabilities within the educational framework. By analyzing the perspectives of educators, this research seeks to offer insights into the systemic changes required to foster an inclusive educational ecosystem that ensures equitable access and quality education for all children, regardless of their abilities or disabilities. The findings of this study have the potential to inform policy interventions, teacher training programs, and educational practices aimed at dismantling barriers and promoting inclusive education for children with disabilities in Punjab.