Abstract
Punjab has 310 special education centers with 7 Percent CWPDs. CWPDs are primarily considered for inclusion. In Punjab, 3549 Male Elementary schools have 12 44,137 students in SED. The study aimed to explore areas of needed support, competencies, attitudes, and concerns of ESTs for inclusion in elementary schools. A qualitative approach with exploratory research was used. 36 ESTs teaching CWPDs in the mainstream from 12 districts of Punjab selected by purposive sampling, interviewed with semi-structured interview protocol. Through thematic analysis, it found that teachers teaching CWPDs in the mainstream have a concept of IE. They believe inclusion will be successful while parties are involved; otherwise, inclusion will be just an unrealistic idea because few teachers can't change the whole setup. Govt. should take action to make it possible as this is an international voice. This study will be helpful in developing teacher support programs for successful inclusion and explore visions of universities for up-gradation of the content of professional degrees.
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