Inclusive Education; Perspectives of Parents and Teachers of Differently Able

Abstract

Inclusive education is not a privilege, but a fundamental human right, ensuring that every child, regardless of ability or background, has the opportunity to learn and thrive in a supportive environment. The study investigates the perspectives of five parents and five teachers regarding inclusive education practices for differently abled children. Mainly focusing on differently abled. Qualitative analysis was used. Through semi-structured interviews, data were collected from a sample of parents and teachers in inclusive educational settings. The data were analysed using thematic analysis to identify benefits, challenges and recommendations related to inclusive education for differently abled children. The major findings are divided into different categories: benefits, challenges, and recommendations. While inclusive education offers numerous benefits such as fostering social inclusion, promoting diversity, and enhancing academic achievement, several challenges were identified. These challenges include academic challenges, social and emotional challenges, resource and support challenges, and school environment challenges. Academic challenges involved curriculum adaptation and diverse learning needs, while social and emotional challenges included peer acceptance and bullying. Resource and support challenges encompassed limited resources and training for teachers. Inclusive education holds immense potential to create equitable and inclusive learning environments for all students, including those with disabilities or special needs. However, addressing the challenges identified in this study is essential to fully realize the benefits of inclusive education and ensure the holistic development and educational success of differently abled children. Addressing these challenges is crucial for the successful implementation of inclusive education, requiring comprehensive training for teachers, increased collaboration between parents and schools, and improved access to support services and resources.