Assessing Teachers' Training Needs for Inclusive Education: A Qualitative Study of Teachers' Perception

Abstract

Despite numerous interventions from the national and international governments and NGOs, the provision of education for children with individual needs has always been a challenge in Pakistan. Including children with particular needs in the regular education system is the first step towards achieving the target of a hundred per cent literacy rate. To achieve the target, teachers need to assess the training needs of including all the children with diverse needs. The current study comprises seven elements, including awareness, collaboration/relationship, curriculum, assessment, instructions, in-class support, and professional training (Jardí et al., 2021; Minondo et al., 2001). The phenomenology research design was used in this study to illustrate the training needs and get similar and contrasting patterns from responses of the four cases. Findings from all four participants demonstrated that teachers have a perception of commitment and high determination about inclusion. Still, there is a need for training teachers to differentiate according to the student's individual needs. All the participants were enthusiastic to include all the children with individual needs.