DefinePK

Abstract

Inclusive education aims to provide all students, regardless of socioeconomic status, special needs, or skill level, with equitable access to high-quality education. However, its implementation is often challenged by institutional barriers, particularly in developing regions. This study investigates these institutional obstacles faced by diverse learners in accessing inclusive education, employing quantitative methods and survey instruments for comprehensive analysis. Specifically, it examines the challenges faced by schools in the Muzaffargarh district of Punjab, Pakistan, in meeting the needs of students from diverse backgrounds. Qualitative data were collected through interviews and focus groups with parents, school administrators, and educators. The findings reveal significant impediments to inclusive education, including inadequate resources, an insufficiently trained teaching workforce, inflexible curriculum requirements, and a lack of governmental financial support. Furthermore, students from marginalized communities and those with disabilities face additional challenges to quality education due to cultural stigma and financial constraints. The study underscores the critical need for policy reforms, enhanced teacher training initiatives, and increased funding to promote inclusive educational practices. The findings offer recommendations for stakeholders, educators, and policymakers to cultivate a more inclusive learning environment in Muzaffargarh, contributing to the broader discussion on educational equity.