Exploring the Inclusion of Children with Special Educational Needs (SEN) in Government Primary Schools of Karachi: Perspectives of Teachers and Head Teachers
Keywords:
Inclusion, Children, Special Educational Needs (SEN), Government Primary Schools, Perspectives of Teachers and Head Teachers
Abstract
Inclusive education is a child’s right, and teachers are the main change agents to bring the differences into the lives of their students. This qualitative research study explores the perspective of teachers and head teachers at government primary schools of Karachi about the inclusion of children with special needs in their system. A total of 14 schools were selected from 7 districts of Karachi through stratified sampling (2 schools from each district). The sample included 84 respondents 32 males and 52 females) selected through purposive sampling: 70 teachers (5 from each school), and 14 head teachers. The data collected through semi-structured interviews were analyzed using thematic analysis method, which was brought forward from the responses to research questions. Results were based on research objectives, emerging themes, and sub-themes. Current perceptions and practices reveal that teachers are not practicing inclusion, are unaware of the term inclusion, and feel uncomfortable and unwilling to step forward for the implementation of inclusion. The teachers and head teachers highlighted certain barriers and challenges that hinder inclusive education, including overloaded classes, overburdened with work, lack of training, lack of resources, and some cultural myths that hinder this process. The conclusion brought forward was to bring reforms that can support teachers to practice inclusion to the best of their abilities. The recommendations emphasized bringing inclusive education at the government policy level that transforms an aspirational framework into localized, enforceable strategies for the system and the willingness of teachers. Thus, addressing problems will help educators to practice inclusive education.
References
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Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic journal of studies in educational policy, 6(1), 7-16.
Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next?. Prospects, 38(1), 15-34. https://doi.org/10.1007/s11125-008-9055-0
Ainscow, M., Booth, T., & Dyson, A. (2006). Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, 10(4–5), 295–308. https://doi.org/10.1080/13603110500430633
Algozzine, B., Spooner, F., McLeskey, J., & Waldron, N. L. (2021). Supporting inclusion and inclusive schools. In Handbook of Effective Inclusive Elementary Schools (pp. 507-524). Routledge.
Antoninis, M., April, D., Barakat, B., Bella, N., D’Addio, A. C., Eck, M., ... & Zekrya, L. (2020). All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion. Prospects, 49(3), 103-109.
Arcidiacono, F., & Baucal, A. (2020). Inclusive education: Theoretical and practical considerations. International Journal of Inclusive Education, 24(2), 127-141.
Australian context. International Journal of Disability, Development and Education, 55(3), 251-264
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389. https://doi.org/10.1080/08856250701649989
Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ perceptions towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191-211.
Bandura, A. (1997). Self-efficacy: The exercise of control (Vol. 11). Freeman.
Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3), 203-217.
Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (2020). Inclusive education: Global issues and controversies (Vol. 45). Brill. https://doi.org/10.1163/9789004431171
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ perceptions towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379.
Carter, E. W., Hughes, C., Guth, C., & Copeland, S. R. (2005). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Mental Retardation, 110(5), 366-377.
Carvalho, M., Simó‐Pinatella, D., Azevedo, H., & Adam Alcocer, A. L. (2024). Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers. Journal of Research in Special Educational Needs, 24(3), 729-741.
Charitaki, G., Kourti, I., Gregory, J. L., Ozturk, M., Ismail, Z., Alevriadou, A., ... & Demirel, C. (2024). Teachers’ attitudes towards inclusive education: A cross-national exploration. Trends in Psychology, 32(4), 1120-1147. https://doi.org/10.1007/s43076-022-00240-0
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE.
Farooq, M. S. (2012). Problems faced by students with special needs in inclusive education. Journal of Research and Reflections in Education, 6(2), 125–138.
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107 (Original work published 2006)
Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), 735-762.
Florian, L., & Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
Florian, L., & Spratt, J. (2013). Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119–135. https://doi.org/10.1080/08856257.2013.778111
Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education, 55(3), 251-264.
Friend, M., & Cook, L. (2007). Interactions: Collaboration Skills for School Professionals. Pearson.
Gardner, H. (2015). The theory of multiple intelligences 1. In Handbook of Educational Ideas and Practices (Routledge Revivals) (pp. 930-938). Routledge.
González‐Fernández, D., & Iturra, C. (2024). Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development. Journal of Research in Special Educational Needs, 24(4), 999-1013.
Guillemot, F., Lacroix, F., and Nocus, I. (2022). Teachers’ attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research Open. 3. 1-10. https://doi.org/10.1016/j.ijedro.2022.100175.
Hameed, A. (2013). Inclusive education in Pakistan: Evidence and practice. SAAR Education Review, 2(1), 15-28.
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. Abt Associates.
Kalhoro, F. A., Lakho, M. K., & Magsi, I. (2020). Perception of university students regarding semester system and research: Case of Karachi University. Salu-commerce & economics review, 6(1).
Lampropoulou, V., & Padeliadu, S. (1997). Teachers of the Deaf as compared with other groups of teachers: Perceptions toward people with disabilities and inclusion. American Annals of the Deaf, 142(1), 26-33.
Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from. International journal of whole schooling, 3(2), 22-38.
Maxwell, K. (2024). Inclusive education: Challenging our assumptions and checking blind spots. In Decolonizing inclusive education: Centering heartwork, care, and listening (pp. 69-81). IGI Global Scientific Publishing.
Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: Conflict, contradiction or opportunity?. International journal of inclusive education, 14(1), 1-15.
Minhas, K. M., & Munir, F. (2024). Assessing the Educational Landscape for Students with Intellectual Disability in Special Education Institutions: A Case Study in Punjab, Pakistan. Journal of Educational Research and Social Sciences Review (JERSSR), 4(1), 1-12.
Nelis, P., Pedaste, M., & Leijen, Ä. (2025). Supporting kindergarten staff’s agency in inclusion through long-term in-service training. Journal of Early Childhood Teacher Education, 46(1), 103-122. https://doi.org/10.1080/10901027.2024.2410401
Niwaz, A., Khan, M. S., & Abbas, A. (2014). Managing quality education at primary level in Pakistan: current practices and future hopes. Gomal University Journal of Research, 30(2), 97-100.
Oliver, P. E., & Marwell, G. (2001). Whatever happened to critical mass theory? A retrospective and assessment. Sociological Theory, 19(3), 292-311.
Rahman, T. (2011). The educational system in Pakistan: Issues and problems. Lahore: Vanguard Books.
Ratheeswari, K., & Nallathambi, K. (2023). Challenges and barriers in implementing inclusive education policies. Shanlax International Journal of Arts, Science and Humanities, 11, 77-83.
Sajjad, S. (2009). Pre-Service Teachers’ Attitude and Concern about inclusive Education. SCHEMA: An International Disciplinary Journal of Humanities and Social Sciences, Vol. 6, pp. 67- 83.
Sanger, C. S. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. In Diversity and inclusion in global higher education: Lessons from across Asia (pp. 31-71). Singapore: Springer Singapore.
Sharma, B., & Lawrence, D. W. (2014). Top-cited articles in traumatic brain injury. Frontiers in Human Neuroscience, 8, 879.
Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ perceptions and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773-785.
Singal, N. (2006). Inclusive education in India: International concept, national interpretation. International Journal of Disability, Development and Education, 53(3), 351-369.
Sivaguru, R., and Irudhaya M. (2023). Understanding Inclusive Education, the Barriers and Ways to Promote Successful Inclusion in Our Education. Shanlax International Journal of Arts, Science and Humanities, vol. 11(1). 111–115. https://doi.org/10.34293/sijash.v11iS1i2-Nov.7328
Thomas, F.B. (2021). Facilitating the Significant Role of Educators in Promoting Inclusive Education in the 21st Century International Journal of Advance and Innovative Research, 8(1). 8-14.
UNESCO. (1994). The Salamanca statement and framework for action on special needs education (Paris: UNESCO).
UNESCO. (2015). Education 2030 Framework for Action. UNESCO.
UNESCO. (2020). Global Education Monitoring Report: Inclusion and education-All means all. Paris: UNESCO.
United Nations (2006). Convention on the Rights of Persons with Disabilities and the Optional Protocol to the International Convention on the Rights of Persons with Disabilities. https://www.ohchr.org/english/law/disabilities-op.htm
Vasileiadis, I., Dimitriadou, I., & Koutras, S. (2024). The social dimension of inclusive education for students with cognitive and developmental difficulties. In Childhood Developmental Language Disorders: Role of Inclusion, Families, and Professionals (pp. 1-16). IGI Global Scientific Publishing.
Ydo, Y. (2020). Inclusive education: Global priority, collective responsibility. Prospects, 49(3), 97-101.
Ahmed, M., & Khan, A. M. (2020). Analysis of national educational initiatives (2000-2019) for promoting primary education in Pakistan. Journal of Educational Research, 23(1), 131.
Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic journal of studies in educational policy, 6(1), 7-16.
Ainscow, M., & Miles, S. (2008). Making education for all inclusive: Where next?. Prospects, 38(1), 15-34. https://doi.org/10.1007/s11125-008-9055-0
Ainscow, M., Booth, T., & Dyson, A. (2006). Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, 10(4–5), 295–308. https://doi.org/10.1080/13603110500430633
Algozzine, B., Spooner, F., McLeskey, J., & Waldron, N. L. (2021). Supporting inclusion and inclusive schools. In Handbook of Effective Inclusive Elementary Schools (pp. 507-524). Routledge.
Antoninis, M., April, D., Barakat, B., Bella, N., D’Addio, A. C., Eck, M., ... & Zekrya, L. (2020). All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion. Prospects, 49(3), 103-109.
Arcidiacono, F., & Baucal, A. (2020). Inclusive education: Theoretical and practical considerations. International Journal of Inclusive Education, 24(2), 127-141.
Australian context. International Journal of Disability, Development and Education, 55(3), 251-264
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389. https://doi.org/10.1080/08856250701649989
Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ perceptions towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191-211.
Bandura, A. (1997). Self-efficacy: The exercise of control (Vol. 11). Freeman.
Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3), 203-217.
Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (2020). Inclusive education: Global issues and controversies (Vol. 45). Brill. https://doi.org/10.1163/9789004431171
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ perceptions towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379.
Carter, E. W., Hughes, C., Guth, C., & Copeland, S. R. (2005). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Mental Retardation, 110(5), 366-377.
Carvalho, M., Simó‐Pinatella, D., Azevedo, H., & Adam Alcocer, A. L. (2024). Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers. Journal of Research in Special Educational Needs, 24(3), 729-741.
Charitaki, G., Kourti, I., Gregory, J. L., Ozturk, M., Ismail, Z., Alevriadou, A., ... & Demirel, C. (2024). Teachers’ attitudes towards inclusive education: A cross-national exploration. Trends in Psychology, 32(4), 1120-1147. https://doi.org/10.1007/s43076-022-00240-0
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE.
Farooq, M. S. (2012). Problems faced by students with special needs in inclusive education. Journal of Research and Reflections in Education, 6(2), 125–138.
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107 (Original work published 2006)
Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), 735-762.
Florian, L., & Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
Florian, L., & Spratt, J. (2013). Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119–135. https://doi.org/10.1080/08856257.2013.778111
Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education, 55(3), 251-264.
Friend, M., & Cook, L. (2007). Interactions: Collaboration Skills for School Professionals. Pearson.
Gardner, H. (2015). The theory of multiple intelligences 1. In Handbook of Educational Ideas and Practices (Routledge Revivals) (pp. 930-938). Routledge.
González‐Fernández, D., & Iturra, C. (2024). Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development. Journal of Research in Special Educational Needs, 24(4), 999-1013.
Guillemot, F., Lacroix, F., and Nocus, I. (2022). Teachers’ attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research Open. 3. 1-10. https://doi.org/10.1016/j.ijedro.2022.100175.
Hameed, A. (2013). Inclusive education in Pakistan: Evidence and practice. SAAR Education Review, 2(1), 15-28.
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. Abt Associates.
Kalhoro, F. A., Lakho, M. K., & Magsi, I. (2020). Perception of university students regarding semester system and research: Case of Karachi University. Salu-commerce & economics review, 6(1).
Lampropoulou, V., & Padeliadu, S. (1997). Teachers of the Deaf as compared with other groups of teachers: Perceptions toward people with disabilities and inclusion. American Annals of the Deaf, 142(1), 26-33.
Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from. International journal of whole schooling, 3(2), 22-38.
Maxwell, K. (2024). Inclusive education: Challenging our assumptions and checking blind spots. In Decolonizing inclusive education: Centering heartwork, care, and listening (pp. 69-81). IGI Global Scientific Publishing.
Miles, S., & Singal, N. (2010). The education for all and inclusive education debate: Conflict, contradiction or opportunity?. International journal of inclusive education, 14(1), 1-15.
Minhas, K. M., & Munir, F. (2024). Assessing the Educational Landscape for Students with Intellectual Disability in Special Education Institutions: A Case Study in Punjab, Pakistan. Journal of Educational Research and Social Sciences Review (JERSSR), 4(1), 1-12.
Nelis, P., Pedaste, M., & Leijen, Ä. (2025). Supporting kindergarten staff’s agency in inclusion through long-term in-service training. Journal of Early Childhood Teacher Education, 46(1), 103-122. https://doi.org/10.1080/10901027.2024.2410401
Niwaz, A., Khan, M. S., & Abbas, A. (2014). Managing quality education at primary level in Pakistan: current practices and future hopes. Gomal University Journal of Research, 30(2), 97-100.
Oliver, P. E., & Marwell, G. (2001). Whatever happened to critical mass theory? A retrospective and assessment. Sociological Theory, 19(3), 292-311.
Rahman, T. (2011). The educational system in Pakistan: Issues and problems. Lahore: Vanguard Books.
Ratheeswari, K., & Nallathambi, K. (2023). Challenges and barriers in implementing inclusive education policies. Shanlax International Journal of Arts, Science and Humanities, 11, 77-83.
Sajjad, S. (2009). Pre-Service Teachers’ Attitude and Concern about inclusive Education. SCHEMA: An International Disciplinary Journal of Humanities and Social Sciences, Vol. 6, pp. 67- 83.
Sanger, C. S. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. In Diversity and inclusion in global higher education: Lessons from across Asia (pp. 31-71). Singapore: Springer Singapore.
Sharma, B., & Lawrence, D. W. (2014). Top-cited articles in traumatic brain injury. Frontiers in Human Neuroscience, 8, 879.
Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ perceptions and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773-785.
Singal, N. (2006). Inclusive education in India: International concept, national interpretation. International Journal of Disability, Development and Education, 53(3), 351-369.
Sivaguru, R., and Irudhaya M. (2023). Understanding Inclusive Education, the Barriers and Ways to Promote Successful Inclusion in Our Education. Shanlax International Journal of Arts, Science and Humanities, vol. 11(1). 111–115. https://doi.org/10.34293/sijash.v11iS1i2-Nov.7328
Thomas, F.B. (2021). Facilitating the Significant Role of Educators in Promoting Inclusive Education in the 21st Century International Journal of Advance and Innovative Research, 8(1). 8-14.
UNESCO. (1994). The Salamanca statement and framework for action on special needs education (Paris: UNESCO).
UNESCO. (2015). Education 2030 Framework for Action. UNESCO.
UNESCO. (2020). Global Education Monitoring Report: Inclusion and education-All means all. Paris: UNESCO.
United Nations (2006). Convention on the Rights of Persons with Disabilities and the Optional Protocol to the International Convention on the Rights of Persons with Disabilities. https://www.ohchr.org/english/law/disabilities-op.htm
Vasileiadis, I., Dimitriadou, I., & Koutras, S. (2024). The social dimension of inclusive education for students with cognitive and developmental difficulties. In Childhood Developmental Language Disorders: Role of Inclusion, Families, and Professionals (pp. 1-16). IGI Global Scientific Publishing.
Ydo, Y. (2020). Inclusive education: Global priority, collective responsibility. Prospects, 49(3), 97-101.
Published
2026-03-27
How to Cite
Khan, Y., & Sajjad, S. (2026). Exploring the Inclusion of Children with Special Educational Needs (SEN) in Government Primary Schools of Karachi: Perspectives of Teachers and Head Teachers. Journal of Social Sciences and Media Studies, 9(2), 01-11. https://doi.org/10.58921/jossams.09.02.0531
Section
Articles
