Teachers’ experiences of implementing inclusive education practices in private early years schools in Karachi: An exploratory investigation

Abstract

Inclusive education is a goal of providing learning opportunities and participation for children with diverse abilities and learning needs. The present study aimed to examine the experiences of implementing inclusive education practices in private early years school setting in Karachi from the teacher perspective with special focus on how the teachers understand inclusive education, their teaching strategies and challenges. Qualitative exploratory research design was used. Semi-structured interviews with 10 early years’ teachers who were chosen through purposive sampling were used to gather data and thematic analysis was employed for data analysis. The results showed that, in general, the teachers had a positive approach and awareness of inclusive education focusing on the main aspects of equal opportunities, participation, diversity, belonging and supportive classroom environments. Teachers reported implementing a range of inclusive practices such as using visual aids, offering differentiated instruction, providing cues that made instructions easier to follow, repeating, or over-explain tasks, activities where students are able to learn through doing, peer learning, and interactive presentations. Nonetheless, the implementation was hampered by insufficient teacher training, poor support of the lesson materials in the classroom, large class size, behavioural problems and time-management pressure. The need for ongoing professional development and networking with parents and other professionals, supportive leadership, and sufficient institutional resources were also highlighted. It is concluded that teachers are dedicated to inclusive education but in private environments of early years need greater institutional support, suitable training and better resources to ensure that this is being realized in practice.