ISSN: 2222-6990
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The paper provides a useful insight into the dynamics of teacher approaches and attitudes towards inclusive education. It reflects the access and inclusiveness for all educational institutions in Pakistan. The objectives of the research are to analyze the different aspects of teachers’ attitudes, and differences between trained and untrained teachers to improve the knowledge towards inclusive education in secondary educational institutions. Using the quantitative research methodology, the survey tool is used for the collection of data. It unfolded that training of the teachers is a compulsory area that needs attention from the higher education experts. The inclusiveness of teachers is possible with the management and better training processes, those are tested in a quantitative setup. The finding of the study incorporated the lapses in un-trained teachers and that is the major reason for reduced access to inclusive education. It is suggested that teacher training, which is a major aspect of gaining access to inclusive education in Pakistani institutions affect on development and progress of teachers' attitudes.
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In-Text Citation: (Khalid & Othman, 2022)
To Cite this Article: Khalid, J., & Othman, N. B. (2022). Teachers Attitude Towards Inclusive Education in Educational Institutions of Pakistan. International Journal of Academic Research in Business and Social Sciences, 12(2), 342–353.
Copyright: © 2022 The Author(s)
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