Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan

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This phenomenological study explores early childhood teachers’ perspectives on using student-driven classroom management strategies to facilitate inclusive education. Twelve teachers from nine inclusive schools in Lahore, Pakistan, participated in semi-structured interviews. Thematic analysis of transcripts provides insights into teacher views on utilising self-directed approaches to promote positive student outcomes. Most teachers recognise the value of self-management strategies like self-monitoring and self-evaluation to improve student autonomy, behaviour, and learning.However, developmental, and disability-related challenges may limit young learners’ usage of such strategies. Findings indicate that student-driven approaches are promising but require training on scaffolded implementation, considering diverse learner characteristics. Self-directed methods should be integral to teacher preparation and inclusive education policies. The study addresses a knowledge gap and has implications for enhancing inclusive practices during early schooling.