Abstract
AbstractEven though inclusive education is one of the significant concerns of a wide‐ranging civil rights agenda, many teachers and administrators have serious hesitations about promoting the extensive placement of learners with disabilities or special educational needs in mainstream schools. However, there is widespread rhetorical commitment to inclusion, as several countries, including Pakistan, are signatories to many international documents that demand its implementation. This research study aimed to use a qualitative research method to explore the strengths, opportunities, aspirations and results (SOAR) factors that could optimise the teaching and learning process for children with special educational needs in the context of an inclusive school located in Karachi, Pakistan. Semi‐structured interviews were conducted with 16 participants. The interviews were transcribed and analysed using a case study research design. The research reveals that the school prioritises social bonds to create an inclusive environment, fostering acceptance of children with special needs. The integration of daily living activities into an inclusive classroom presents a valuable opportunity for training children with special needs and enhancing their functional abilities. The school serves as a commendable example by not only adopting inclusive pedagogical practices but also cultivating a supportive environment that fosters the acceptance and inclusion of children with special needs. The results suggest that an inclusive school caters to the strengths of children with special educational needs and allows them to sustain themselves in this setting. Moreover, the study also reveals how aspirations toward becoming an inclusive school motivated teachers to adopt pedagogical practices to facilitate teaching and learning for children with special educational needs.
Published Version
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