BRIDGING THE GAP: INTEGRATING INCLUSIVE EDUCATION INTO PRE-SERVICE TEACHER TRAINING IN PAKISTAN

Abstract

Inclusive education is fundamental to achieving equitable learning environments, yet Pakistan’s teacher training programs remain misaligned with its international obligations under the Sustainable Development Goals (SDGs) and the UN Convention on the Rights of Persons with Disabilities (UNCRPD). This study investigates the extent of inclusive education integration in pre-service teacher training programs across the Rawalpindi Division and Islamabad Capital Territory. Using a convergent parallel mixed-methods design, data was collected from 500 students and 50 faculty members. Quantitative data were analyzed using SPSS (descriptive and inferential statistics), while qualitative data were thematised to explore contextual insights. The study identifies persistent barriers—insufficient curriculum focus, lack of practical exposure, limited resources, and societal biases. Despite positive attitudes toward inclusion, both students and faculty reported inadequate preparation for addressing learner diversity. Grounded in the Diffusion of Innovation Theory, the research concludes that comprehensive reform is urgently needed. Recommendations include curriculum redesign, experiential learning partnerships, cultural sensitivity training, assistive technologies, policy enforcement, and community engagement. The paper offers a practical framework for policymakers and institutions to strengthen teacher readiness and promote rights-based education.