Teachers' Experiences in Inclusive Education Practice in Community Schools in Nepal

Abstract

Inclusive education is a way of teaching in which no group is excluded from the learning process. For learning, an inclusive school welcomes students of all races and backgrounds. This study aims to explore the lived experiences in inclusive practices and challenges to implementing inclusive policy in community school Nepal. For this purpose, we have applied hermeneutic phenomenology which studies the lived experiences of participants. Purposively five community school teachers were selected as participants from Palungtar Municipality Gorkha district. The in-depth interviews were conducted for the data collection. The study found the inclusive education approach was not practiced well at the school level. However, teachers and students preferred this approach due to the diverse nature of the community such as social, cultural, economic, and religious, etc. It is the best approach to address the diversified nature of the participants that address the capabilities of the diversified nature of the participants. This study contributes to addressing the concerns of minorities and underserved groups in education by using primary streams. Similarly, it promotes a sense of belonging and respect. It also allows you to learn about and accept individual variances.