Abstract
Inclusive education is a growing problem for all nations. The aim of the study was to explore the teacher's perception of inclusion in higher education. The qualitative approach was used by using a basic qualitative research design, a semi-structured interview guide. The sample of the study consisted of 12 professors from public and private universities of Lahore who have a system of inclusive education. Data was collected through a purposive sampling technique. The literature review and the interview guide both served as sources for themes. The conceptual framework used consisted of five components like self-awareness, teacher motivation, administrative support, classroom management, and differentiated instruction. For the analysed data Thematic analysis technique was used. The results of the study reported that the intuitions that work in inclusive education systems lack the necessary teacher training, infrastructure, and aids to assist pupils with special needs. The institutions need to invest more in teacher training programmes, accessibility, and technological equipment.
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