SYNDICATE WORK RESEARCH REPORT Topic: The need and role of INCLUSL DUCATION Submitted By: AISHA SADDIQA (Roll No: 16) JAN SAMSON, (Roll No: 20) TAHIRA KANWAL (Roll No: 17) SHAZIAJAMSHED (Roll No: 25) SHAZIA ANWAR {Roll No: 23) Supervisor: Dr. Qayyum Akhtar (SSS) 4- Weeks Promotion Link Training BS-17 to BS-18 Dated: 22 July 2024 TO 17 August 2024 Quaid-e-Azam Academy for Educational Development (M) Bahawalpur, PunjabACKNOWLEDGEMENT By the grace of Allah Almighty, the blessing of the Holy Prophet (PBUH) and the prayers of our parents, we have completed this study, We as a team of this, syndicate work, would like to express my sincere gratitude to all those who provided us to complete this research work, It is with immense gratitude that 1 acknowledge the support and help of my supervisor Dr. Qayyum Akhtar (SSS)who provided us with key consideration throughout the research, This study would have never been completed without his humble and compassionate guidance, We wish to thank again Dr. Qayyum Akhtar (SSS) who motivated us all the time and teachers who responded to the questionnaire and co- operated at every last but not the least. We would like to thank all of our family members who encouraged us all the time.Table of Contents 1, Introduction Statement of the problem L2Objective of Study 1.Significance of Study 1.4 Limitation 1.5 Research Methodology 1.6 Population of study 1,7 Sampling and sample of study 1,8 Research Tool 1.9 Data Collection 1.10 Data Analysis 2. Literature Review 3. Research Methodology 3.1 Design of the Study 3.2Research Methodology 3.3 Population of the Study 3.4Sample 3.5 Development of the Research Tool 3.6Data collection 3.7Data analysis 4, Data Analysis and Interpreta ns 4.1 Questionnaire for the Teachers/ Head Teachers 5, Summary, Findings and Recommendations 5.1 Summary 5.2 Findings 5.3 Conclusion 5.4 Recommendations References Appendix 10 10 10 10 10 10 W i " W " 12 15 15 15 15 15 15 1s 16 17 17 21 21 21 22 22 23 24Chaptet No: 1 INTRODUCTION Inclusive Education refers to the placement and education of children with disabilities in regular educational classroom with children of the same age who do not have disabilities. It involves regular schools and classrooms genuinely adapting and changing to meet the needs of all children as well as celebrating and valuing differences. Inclusive education is a basic value that extends to all children. All children ean leam and belong to the mainstream of school and community life. It is championed as a means to remove barrier, improve outcomes and remove discriminations, There is the provision of services to students with special needs. with necessary support services and supplementary aids for both children and teachers. It means meeting the needs of all children with and without disat for a free and quality public education in the least restrictive and most effective environment. It is accepted that all the children can be educated in a common school to their maximum potential. Government of Pakistan has taken so many steps throughoutithe ages for the provision of educational facilities to those children with disabilities. 1.1 Statement of Problem Challenges in Inclusive Education include inadequate resources, insufficient teachers, trainings and difficulties in meeting diverse student needs effectively. 1.2 Objectives of study + To study about inclusive education, * To study the needs and importance of inclusive education, * To study the role of Govt of Pakistan to implement Inclusive Education, * To study the role of Institutional heads to implement Inclusive Education in schools. * To study the barriers to implement Inclusive Education. 1.3 Significance of Study Inclusive Education promotes equal opportunities, fosters diversity, enhances social integration and ensures all students can reach their full potential, 1.4 Limitation i Inclusive Education can face several limitations, including insufficient teacher training, lack of sesources, inadequate infrastructure and resistance to change. Additionally, it may struggle with meeting diverse student needs effectively and ensuring meaningful participation for all students. 1,5 Research Methodology 10Research Methodology for inclusive education includes literature review, qualitative and quantitative methods, mixed methods, action research and ethnographic studies, 1.6 Population of Study Teachers/Head Teachers working in public schools. 1.7 Sampling and sample of study Suitable sampling technique was used to select the sample from the various public schools of Bahawalpur, Bahawalnagar & Rahim Yar Khan, 1,8 Research Tool The main instrument for the study was questionnaire composed on google forms by using 21" century digital skills 1.9 Data Collection Online Quéstionnaire is used for data collection. The members of the group composed the gnline questionnaire for collecting data. 1.10 Data Analysis Data collected through research instruments evaluated successfully. On the basis of responses provided in questionnaire, different frequencies and percentages against each item were calculated and findings were made and results were concluded.Chapter LITERATURE REVIEW * This chapter reviews literature that related to the study records. + His research paper has focused of cooperation in the elassroom, the cooperative game and the collaborative teaching and learning are a factor in reducing stigma and promoting equal and creativity access for all students with and without special educational needs (Pun, 2012). Especially, the role of teacher is increasingly related to designing and arranging collaborative learning situations in which fruitful and creative ‘proup work may occur (Haemaelacinen & Vachacsantanen, 2011). This research concluded with the concept of collaborative learn Indicatively: "Teachers should include children in group activities and promote cooperative learning in the classroom’, "Cooperation is everywhere among all the children", "Cooperation is very important in the classroom for all”, "Teachers should engage children in group activities". "With group-centered + Inevery school and classroom, teachers will encounter students of various abilities and needs, and it is important to have a vast skill and differentiated teaching methods. They are sometimes necessary for a student to be able to actively participate in classroom learning and provide, the opportunity for students to fully engage. Assistive technologies can include the use of a laptop for students who are unable to use a paper and pen, and can include others such as text/font enlargement of colour contrasting documents/worksheets, a Brailler for students with visual impairments, a personal frequency modulation (FM) system for students with hearing impairments, other aids such as electric tilt tables, wheelchairs and ramps for those with physical disabilities or spell check/word prediction programs and interactive learning games for students with learning disabilities (Lersilp. Putthinoi & Chakpitak, 2016). ‘© Many studies have discussed the difficulties that face the handicapped in the educational environment, Hodges and Keller (1999) made a study aimed at recognizing the extent to which students perceive accommodation of handicapped students in the university, The results indicated that there were many problems that faced visually impaired students, Such problems were in transport, and developing a social relationship with their peers. Concerning the gender and the degree of disability variables, the result did not show any statistical difference between the male or female. This result agreed with what was found in the study made by (Ibrahim, 2001; Noghoi, 2007; Masaedeh, 1995), According to the result of this study, it was found that obstacles towards naccommodation in the university would happen regardless of the gender or the degree of the disability of the handicapped. Teacher attitudes towards the inclusion of students with special needs have been the focus of much research over the past two decades (Scruggs ‘vrantidis & Norwich, 2002; Hastings & Oakford, * w endorses that teacher attitudes towards inclusion are influenced by a number of factors. These factors include: influential factors ranging from teacher preparedness, gender influences, teacher attitudes and perceptibns, years of teaching experience, past experiences in working ‘with special needs students, and the availability of support services (Avramidis & Norwich, 2002; Seruggs & Mastropieri, 1996). ‘According to Heaney and Pullin (1998), accommodation means removing barriers and taking steps to engage students in a way that helps them reach their potential both academically and socially, A student with a physical disability may need accessible facilities, special equipment or technologies. A student with a mental disability may need alternative teaching methods, adjustments to the curriculum, one- on-one assistance from a teaching aide or some time in a specialized group setting. Solutions must involve respect for the student's dignity. Fuchs (2001) concluded that the guideline emphasizes the importance of supporting students with disabilities so they may be included in regular classes as well as ensuring that they have access to extra- curricular activities, ' Teaching strategies based on the individual's total level of functioning. According to Levitz (1996), the aims of teacher education is to teach effectively in order to facilitate learning. Universities and training colleges need to present courses for diplomas in special education, for some educatofs, especially those who feel that they lack the necessary training to teach learners with disabilities or who may be experiencing integration for the first time, the concept is frightening and intimidating. Accepting the responsibility to educate a learner who may present challenges is less intimidating when the educator has the guarantee that he or she will be able to tap the expertise and interest of other members of the team, will be able to call upon others to make decisions and to problem-solve, and will have the support necessary in difficult times. With proper support from the administrator, and the classroom educator, the student with disability as well as other learners in the classroom will benefit (Eaton, 1996) The implementation of inclusive education in institutions of higher learning has been affected mainly by the negative attitude of teachers and other stakeholders. Since inclusive education involves learners with special needs, its success to a large extent depends on the attitude of teachers. Teachers in higher education institutions feel that they have no experience to handle such students in their classes. They cite factors such as class size, lack of support staff, workload and less motivation as some of the hindrances to inclusive education, The United Nations’ (2006) Conventions on the Rights of People with a Disability (CRPD) outlines the responsibility of states to ensure an ‘inclusive education, This is fulfilled by including students with a disability in the general education system On an equal basis as other students and creating access to support aand relevant adjustments. The Salamanca Statement further outlines action steps to be taken for ensuring inclusive education is adopted in nation states. Various school factors are identified in the statement including curriculum flexibility, which identifies the need for differentiation, providing additional support, assistive technology and high expectations (UNESCO & Ministry of Education and Science Spain, 1994), These documents set a foundation for nation states to develop legislation and standards for the development of inclusive education systems.Chapter No:3 RESEARCH METHODOLOGY ‘This chapter deals with the particular methodology and the course of action of the study that covers the following points 3.1 Design of the Study Research objectives of any study provide guidance in selecting research methodology, Cohen, Manion, and Morrison (2007) explore possible methodologies of educational research, They advise that descriptive research is an appropriate method to study any existing phenomenon. It describes and interprets the present state bf research isstie, Nenty (2009) endorses the viewpoint of Cohen, Manion, and Mogrison. She adds that the study that aims to describe, analyze and infer some aspects of present occurrence is called descriptive and survey: inferential research, Since the major aim of the current study was to investigate the need and role of inclusive education, it was essentially a descriptive research. The present study entitled, "The need and role of inclusive education” is descriptive in nature. Keeping in view the literature in chapter 2 and objectives of the study, a questionnaire was developed, administered and analyzed, The following procedure was adopted. 3.2 Research Methodology The nature of the study was descriptive and quantitative, the following method was adopted. 3.3 Population of the Study ‘The target population consists of the members taking part in promotion linked training and the teachers in Rahim Yar Khan. ‘ 3.4 Sample ‘The researcher tried to select such accessible sample that concermed with inclusive education. Suitable sampling technique was used to select the sample from the participants ofthis promotion linked training as well as teachers from Rahim Yar Khan. Sampling Random sampling was used to collect data from populations. 5 Development of 5Chapter No: 4 dD LY! IN: {In this chapter, data was analyzed on the basis of respondents" views. The main objective of the study was to examine the impact of “The need and Role of Inclusive Educatton”, To evaluate the results data was collected from the Participants of promotion linked training and teachers from Rahim Yar Khan, ‘The views were coded by changing Strongly Agreed (SA), Agreed (A), Strongly Disagreed (SD), Disagreed (D) and Neutral (N), categories with the respective frequency 5-1, Then the responses were weighed according fo the position in which they occur, Data was arranged in the form of codes, tabulation in frequencies, and analyzed, interpreted in percentage and presented in table. These tables illustrate data analysis 4.1 Questionnaire for the Teachers/ Head Teachers Table 4.1.1 ‘Sr. No Statement Response | Score %” SA 6 | 63 | | A 25 23.6 jt Inclusive Education promotes SD. i 104 | diversity and acceptance in D 3 ET | schools: N 0 0 | : Total 106 | 100 Table 4.1.1 shows that 61.3% of the respondents strongly agreed to the statement that “Inclusive Education promotes diversity and acceptance in schools” whereas 23.6% of the respondents agreed with the statement, 10.4% strongly disagreed with the statement, 4.7% disagreed with the statement and 0% respondent remained undecided. Table 4.1.2 Sr.No Statement Response [Score %* | Z = SA 29 274 A 30 [47.2 2 Inclusive Education benefits both oh) 10 oa students with disabilities and those |p 8 75 without disabilities, N 9 85 ‘ Total 106 [100 ”Table 4.1.2 shows that 27.4% of the respondents strongly agreed to the statement that “Inclusive Education benefits both students with disabilities and those without disabilities” whereas 47.2% of the respondents agreed with the statement, 9.4% strongly disagreed with the statement, 7.5% disagreed with the statement and 8.5% respondents remained undecided, Table 4.1.3 Sr. No Statement Response | Score | % Teachers should receive SA an 39.6 specialized training to effectively A 34 309 3 support inclusive education sD 8 75 practices. D 2 19 N 0 0 l Total 106 | 100 Table 4.1.3 shows that 39.6% of the respondents strongly agreed to the statement that “Teachers should receive specialized training to effectively support inclusive + education practices” whereas 50.9% of the respondents agreed with the statement, 7.5% strongly disagreed with the statement, 1.9% disagreed with the statement and 0% respondent remained undecided. Table4.14 0 * [Sr.No = Statement Response | Score % SA 4 321 A 38 347 4 Inclusive Education helps in 3D 6 37 building a more inclusive society D i ar in the long run. W q 38 Total 106 100 Table 4.1.4 shows that 32.1% of the respondents strongly agreed to the statement that “Inclusive Education helps in building a more inclusive society in the long run” whereas 54.7% of the respondents agreed with the statement, 5.7% strongly disagreed with the statement, 3.8% disagreed with the statement and 3.8% respondent remained undecided. Table 4.1.5 Sr.No Statement Response Score % , SA. 29. 27.4 A 357 53.8 5 | Inclusive Education can lead to 3D 4 38 improved academic outcomes for D il 104 all students. N 3 41 7 Total 106 [100 1BTable 4.1.5 shows that 27.4 of the respondents strongly agreed to the statement that “Inclusive Education can lead to improved academic outcomes forall students” whereas 53,8% of the respondents agreed with the statement, 3.8% strongly disagreed with the statement, 10.4% disagreed with the statement and 4.7% respondent remained undecided, Table 4.1.6 Sr.No Statement Response | Score | % Schools should provide additional SA 3 31d resources and support to ensure the [_A 39 55.7 6 success of Inclusive Education SD. 7 6.6 programs. D 4 38 N 3 28 Total 106 100 Table 4.1.6 shows that 31.1% of the respondents strongly agreed to the statement that “Schools should provide additional resources and support to ensure the success of Inclusive Education programs” whereas 55.7% of the respondents agreed with the statement, 6.6% strongly disagreed with the statement, 3.8% disagreed with the statement and 2.8% respondent remained undecided. Table 4.1.7 Sr.No ‘Statement Response | Seore | % SA 30 283 A 6 613 1 Inclusive Education is essential for | SD 6 37 fostering a sense of belonging and D 4 38 self-worth among all students. N T a Total 106 100 Table 4.1.7 shows that 28.3% of the respondents strongly agreed to the statement that “Inclusive Education is essential for fostering a sense of belonging and self- worth among all students” whereas 61.3% of the respondents agreed with the statement, 5.7% strongly disagreed with the statement, 3.8% disagreed with the statement and 0.9% respondent remained undecided, Table4.18 Sr.No Statement Response | Score | % Parents and the community should [__SA 34 321 be actively involved in promoting, a 56 52.8 8 and supporting inclusive education SD 1 66 initiatives, D 3 47 N 4 38 _ Total 106 100 9Table 4.1.8 shows that 32.1% of the respondents strongly agreed to the statement + that “Parents and the community should be actively involved in promoting and supporting inclusive eduication initiatives” whereas $2.8% of the respondents agreed with the statement, 6.6% strongly disagreed with the statement, 4.7% disagreed with the statement and 3.8% respondent remained undecided. Table 4.1.9 No ~ Statement Response | Score % SA 4 32.1 A 62 58.5 9 Inclusive Education programs SD 4 38 should be evaluated regularly to D ; 38 ensure their effectiveness. WN 3 28 Total 106 100 Table 4.1.9 shows that 32.1% of the respondents strongly agreed to the statement that “Inclusive Education programs should be evaluated regularly to ensure their effectiveness” whereas 58.5% of the respondents agreed with the statement, 3.8% strongly disagreed with the statement, 2.8% disagreed with the statement and 2.8% respondent remained undecided. Table 4.1.10 [ Sr.No Statement Response ‘Score % | SA a as | A a 46.2 10 | The current education system SD 3 47 needs significant improvements to D 3 a7 become more inclusive, N z 78 | Total 106 100 Table 4,1.1 shows that 41.5% of the respondents strongly agreed to the statement that “The current education system needs significant improvements to become more inclusive” whereas 46,2% of the respondents agreed with the statement, 4.7%: strongly disagreed with the statement, 4.7% disagreed with the statement and 2.8% respondent remained undecided, 20‘Table 4.1.8 shows that 32.1% of the respondents strongly agreed to the statement + that “Parents and the community should be actively involved in promoting and supporting inclusive education initiatives” whereas $2.8% of the respondents agreed with the statement, 6.6% strongly disagreed with the statement, 4.7% dlsagreed with the statement and 3.8% respondent remained undecided, Table 4.1.9 “Response | Score | % — SA 3 32 K 6 SRS hd Inclusive Education programs SD 4 | 38 should be evaluated regularly to D 7 28 censure their effectiveness, N 3 28 | Total 106 100 able 4.1.9 shows that 32.1% of the respondents strongly agreed to the statement + that “Inclusive Education programs should be evaluated regularly to ensure their effectiveness” whereas 58.5% of the respondents agreed with the statement, 3.8% strongly disagreed with the statement, 2.8% disagreed with the statement and 2.8% respondent remained undecided, Table 4.1.10 Sr.No Statement Response | Score | % SK a as A 9 462 10 | The current education system 3b 3 a7 needs significant improvements to D 3 a7 become more inclusive, N 3 28 L Total 106 100 Table 4.1.1 shows that 41.5% of the respondents strongly agreed to the statement that “The current education system needs significant improvements to become more inclusive” whereas 46.2% of the responclents agreed with the statement, 4.7%, strongly disagreed with the statement, 4.7% disagreed with the statement and 2.8% respondent remained undecided, 0CHAPTER Nois, SUMM ND. DA’ 5.1 Summary, The study “The Need and Role of Inclusive Education” is descriptive in nature. This study, based on a thorough review of the existing literature, critically analyses the impact of this education which is done by head teachers as well as teachers of the schools in the Punjab province of Pakistan, The major objectives of the study are to find out the need and role of inclusive education on the overall society. The ey research questions focused on the impact of need and role of Inclusive Education ‘Sampling method is used as research methodology. Findings of the study revealed that Inclusive Education includes education of all kinds of students with and without minor disabilities. Teachers must be highly trained in this respect. Financial aids should be properly used to facilitate the maximum number of students. There should be significant changes in current education system. Parents and community should be actively involved in promoting to educate their children in this environment. In this way, a more inclusive society will be builtin the long run, 5.2 Findings 23.6% respondents are agreed that Inclusive Education promotes diversity and acceptance in schools. 47.2% respondents are agreed that Inclusive Education benefits both students with disabilities and those without disabilities. 50.9% respondents are agreed that Teachers should receive specialized training to effectively support Inclusive Education practices. 54.7% of the respondents are agreed that Inclusive Education helps in building a ‘more inclusive society in the long run, ‘ 53.8% of the respondents are agreed that Inclusive Education can lead to improved academic outcomes for all students, 55.7% of the respondents are agreed that Schools should provide additional resources and support to ensure the success of Inclusive Education programs. 61.3% of the respondents are agreed that Inclusive Education is essential for fostering a sense of belonging and self-worth among all stucents, 52.8% of the respondents are agreed that Parents and the community should be actively involved in promoting anal supporting inclusive education initiatives. a58.5% of the respondents are agreed that Inclusive Education programs should be evaluated regulatly to ensure their effectiveness 46.2% of the respondents are agreed that the current education system needs significant improvements to become mote inclusive, 5.3,.Conclusion Afr analyzing the data collected from participants of promotion link training and teachers from Rahim Yar Khan, itis obvious that Inclusive Education plays a vital role in the community development. Techers should be properly trained to teach both types of kids in the same class. Significant changes should be incorporate in current education system, More fund should be allocated to the eclucation sector, However, the greatest challenge is to cope with available resources, as it may hard to provide every needy child with equipment that is particularly suitable for her/him. So, instead of philosophical attraction, it cannot bbe implemented 100%. 5.4 Recommendations ‘Small groups should be made in the class so that every child may attain equal opportunity of leaning. AV aids and electronic gadgets should be used for the students with minor disabilities so that they may perform well. For example, laptop should be given to the students who cannot use pen and paper. ‘There should be proper counselling of parents, so that they may send their both types of children without any hesitation, There should be more than one teacher in the class to cope with these types of students.