Mainstreaming Inclusive Education in Pre-Service Teacher Training in Pakistan: Issues and Future Directions

Abstract

This research investigates the integration of inclusive education into pre-service teacher training programs in Pakistan, identifying significant challenges and proposing strategic approaches to address these barriers. Through a mixed-methods approach, involving surveys and semi-structured interviews with 500 students and 50 faculty members, the study highlights gaps in curriculum content, practical training, socio-cultural awareness, and resource availability. Based on these findings, recommendations for comprehensive curriculum reforms, enhanced practical training, cultural sensitivity, and resource allocation are proposed to ensure teachers are adequately prepared to manage inclusive classrooms. The study aims to contribute to the development of a more inclusive education system in Pakistan, aligned with international best practices and socio-cultural realities.