Kanwal, WajihaEdwin, Cedric AimalKhattak, Sana AroosMahrukh, Nadia2026-06-082026-06-082021Kanwal, W., Edwin, C. A., Khattak, S. A., & Mahrukh, N. (2021). The Attitude of Teachers Towards Delayed Students in Mainstream Classrooms at Elementary Level in Pakistan. Journal of Management Practices, Humanities and Social Sciences, 5(4), 33–41. https://doi.org/10.33152/jmphss-5.4.410.33152/jmphss-5.4.4https://doi.org/10.33152/jmphss-5.4.4https://repository.iou.edu.gm/handle/123456789/844After becoming a signatory of UNCRPD, inclusive education is a reality for approaching days; however, due to our already weak and socio-religiously confused educational system, teachers and parents of delayed students are not ready to accept them in mainstream classrooms. The basic reason for such reluctance is lack of awareness and fears of added responsibilities associated with this major shift in educational methodology. The aim of the research is to understand the attitude and perception of teachers about the inclusive education concept. In this study, mixed-method research was used. The research instrument was developed with fourteen items, shared with 100 elementary school teachers from different Federally administered educational institutions in District Okara. Results showed reluctance by teachers due to lack of awareness as well as fear of additional responsibilities and expectations without any visible incentive.enattitude of teacherseducationinclusionhuman rightsinclusive educationdelayed studentsArticle