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VOL. 8, ISSUE 2 (2023)
Teacher perceived barriers in implementation of inclusive education: A qualitative study in Kashmir
Authors
Amina Parveen, Shazia Jan
Abstract
Inclusive education is one of the most significant and visible
goals of schools because of the rising importance of equity and equal
opportunity for all students. It aims to give students with special needs
the same social rights as other students through incorporating them into
regular school settings. It has been difficult to promote inclusive education,
and many factors have contributed to its effective implementation. The success
of the inclusion process, and whether learners are included or excluded from
the supply and process of educational opportunities, will be mainly determined
by teachers. The present study thus aimed to find out the teacher perceived
barriers that hinders the successful implementation of inclusive education in
elementary schools of Kashmir. The study used a qualitative methodology in
collecting and analysing data. The data in this study were examined using interpretive
qualitative approach. Infrastructural issues, lack of trained teachers, lack of
resources, work load of teachers and inflexible curriculum were found to be the
barriers of inclusive education.
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Pages:160-164
How to cite this article:
Amina Parveen, Shazia Jan "Teacher perceived barriers in implementation of inclusive education: A qualitative study in Kashmir". National Journal of Multidisciplinary Research and Development, Vol 8, Issue 2, 2023, Pages 160-164
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