DefinePK

Abstract

This quantitative study assessed the educational environment for students with physical disabilities in secondary schools in Lahore, Pakistan. Specifically, it examined if teacher qualifications, gender, and experience influence accommodation attitudes and potential. Data were collected through observation checklists and surveys from public schools. Results showed no significant differences in disability accommodation based on teacher credentials, gender, or years of teaching. Mean scores indicated moderately high accommodation levels regardless of factors. Thus, barriers may stem more from systemic issues like resources rather than individual biases. Recommendations include standardized teacher training in inclusive practices, Universal Design of curriculums, assistive technologies, co-teaching models, and teacher support communities. Enhancing teacher capacity and removing structural obstacles better serves disability inclusion versus scrutinizing group traits.