Mainstream Education Teachers' Self-beliefs in Implementing Inclusive Practices
DOI:
https://doi.org/10.48112/tibss.v2i3.883Abstract
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The study aimed to explore teachers' self-belief in teaching students with disabilities (SWDs), a topic understudied in inclusive education practices in Pakistan. It used a quantitative approach, analysing teachers' survey replies, and used a descriptive research design to identify their level of self-beliefs. The study found that students with disabilities can succeed when instruction is adjusted to meet their specific needs. Teachers are confident that all students can learn, while the majority of the teachers strongly agree that every child is capable of learning. The study recommends that prioritizing the effectiveness of alternative mainstream school teachers is crucial due to disparities in engagement with SWDs, who require more support to achieve their goals.
Keywords:
Implementing inclusive practices, Mainstream education, Students with disabilities, Teachers' self-beliefsReferences
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